PRESERVICE MATHEMATICS TEACHER BELIEFS REGARDING PROCEDURAL VERSUS CONCEPTUAL TEACHING BEFORE AND AFTER METHODS COURSES.
- Resource Type
- Article
- Authors
- Pope, Derek, ; Kelly, Angela,
- Source
- Conference Papers -- Psychology of Mathematics & Education of North America; 2022, p1244-1248, 5p
- Subject
- Mathematics education
Student teachers
Mathematics teachers
Curriculum
Teacher education
- Language
After a two-semester graduate mathematics pedagogy sequence, nine preservice mathematics teachers showed significant changes in their beliefs away from mathematics as a set of rules and procedures and towards mathematics as a process of enquiry. Interviews corroborated quantitative findings and pointed towards practical conceptually-focused strategies in the courses as a driving factor in affecting students' beliefs. Implications for preservice mathematics teacher education are discussed. [ABSTRACT FROM AUTHOR]