The purpose of this study was to ascertain pre-service teachers' perceptions of the defining aspects of a mathematics methods course that aided in the development of a conceptual understanding of mathematics. These perceptions emerge from the narratives of four pre-service teachers in a mid-size metropolitan university in the southeastern part of the United States. Grounded in the theory of constructivism this study focuses on the educational experiences of pre-service teachers, as reported by pre-service teachers, creating a portrait of their journey. These pre-service teachers' learning experiences were based on national standards with a constructivist instructional approach and included field experience in a school environment. Analysis of the data revealed that pre-service teachers attributed their increase in conceptual understanding of mathematics to 'touching/doing activities' that required them to 'explain why'. Use of models and manipulatives aided in helping the pre-service teachers verify and justify their solutions to others, providing concrete items to use in explaining abstract concepts. Ultimately, requiring pre-service to explain their own thought processes, with and without manipulatives, aided them in developing a conceptual understanding of mathematics.
| Identifer | oai:union.ndltd.org:uno.edu/oai:scholarworks.uno.edu:td-1153 |
| Date | 21 May 2005 |
| Creators | Edmiston, Patricia |
| Publisher | ScholarWorks@UNO |
| Source Sets | University of New Orleans |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of New Orleans Theses and Dissertations |
Page generated in 0.0019 seconds