Reflective mathematical activities with pre-service teachers- Some preliminary results

Document Type

Presentation Abstract

Presentation Date

10-25-2010

Abstract

Mathematics Education researchers have long recognized the importance of beliefs in educational settings (i.e. Collier, 1972; Schoenfeld, 1985; Ball, 1999; Torner, 2003). Given the important role that beliefs play in the transmission of mathematical knowledge, many researchers have chosen to focus on the beliefs of elementary school teachers. Of particular interest are those mathematical beliefs termed formalist which characterize the subject as "an accumulation of facts, rules and skills to be used in the pursuance of some external end." (Ernest, 1989, p.2) In this prelude to my dissertation presentation, I will provide an overview of both theoretical and empirical research on the mathematical beliefs of school teachers and describe the framework for my dissertation study which investigates the following research question: How do the formal beliefs of pre-service elementary school teachers respond to informal mathematics activities?

Additional Details

Monday, 25 October 2010
3:10 p.m. in Math 103
4:00 p.m. Refreshments in Math Lounge 109

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