This study focused on preservice teachers at early childhood and elementary levels to identify prior beliefs they bring to their mathematics methods classes, how these beliefs affect their understandings about mathematics teaching and learning, and how these beliefs are reconstructed while engaged in a contructivist designed mathematics methods course. Data collected included in-depth student journal entries, personal histories of preservice teachers' prior mathematics experiences, and small group interviews. An interpretive analysis of the data identified emergent themes related to preservice teachers' beliefs about themselves as learners and teachers of mathematics and how these beliefs were reconstructed during the course. Five major themes were identified: preservice teachers prior beliefs and experiences; increased understandings about themselves as learners of mathematics; new learning about mathematical pedagogy; new or different ways of learning mathematics; and anger about their previous mathematics experiences.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-1470 |
| Date | 01 January 1997 |
| Creators | Henriques, Barbara Delphine |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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