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McCormick, Kelly K. Building and Modeling How to Build a Community of Learners (April 2008)
Abstract.This article describes how to build a classroom community of learners, pre-service teachers, during the first days of the semester. This process not only creates a supportive learning environment, but it provides pre-service teachers with a model of how they can build a community of learners in their own classrooms.
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Tobias, Jennifer M., Ortiz, Enrique Using Science to Promote Preservice Teacher Understanding of Problem Solving in Mathematics (August 2007)
Abstract.Preservice elementary teachers need to be given the experiences of integrating mathematics with other subjects. They need to go into the classroom with the understanding that mathematics is not an isolated topic. This article describes a paper airplane activity that was presented in a class of preservice elementary education teachers to show how mathematics and science can be integrated with one another.
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Andrew, Lane Preservice Teachers' Reaction to their Final Constructivist Mathematics Class: A Case Study (July 2006)
Abstract.Many teacher educators model constructivist pedagogy to preservice teachers in the mathematics classes they take. Preservice teachers however, are not necessarily comfortable being a part of such a class. The following qualitative case study examined the expectations and reactions of a group of preservice teachers who were taking their final content mathematics course. Survey results sorted by content analysis indicated students were expecting (1) a methods class, (2) the instructor to teach them mathematics by telling, and (3) the instructor to take an authoritative role in the classroom. Student reactions are reported as direct quotes. The author’s purpose in conducting this study is to stimulate dialogue among teacher educators surrounding these common reactions.
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Olkun, Sinan and Toluk, Zulbiye Teacher Questioning with an Appropriate Manipulative may Make a Big Difference (January 2004)
Abstract.The purpose of the present study was to present examples of the utilization of social processes such as teacher questioning and collective argumentation coupled with an appropriate use of a manipulative material to stimulate students’ thinking in teaching geometry. We first present theoretical issues concerning the use of manipulatives, teacher questioning and collective argumentation. We then provide examples and describe the use of these components in teaching and learning geometry with pre-service elementary school teachers.
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Meel, David E. Prospective Teachers Reading Research Articles: Examining The Potentially Empowering And Debilitating Effects (May 2002)
Abstract. The current mathematics education reform efforts regarding teacher preparation emphasize the development of content and pedagogical knowledge. In particular, the adequacy of teachers’ mathematical knowledge receives considerable attention along with the effects of content knowledge on pedagogical practices. This paper illustrates how reading a particular research article designed to draw personal relevance for the investigation into the division of fractions can have both empowering and debilitating effects. The responses of 23 prospective elementary teachers specializing in mathematics portray the variegated efficacy of using the reading of the Borko et al. (1992) article to pique the prospective teachers’ interests and draw relevancy for the content under discussion. Additionally, the study indicates the need for attention to emotional upheavals which result from such an instructional intervention.
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Furner, Joseph M. The Effects of a Math Curriculum Course on the Beliefs of Pre-service Teachers Regarding the National Council of Teachers of Mathematics' Standards (October 2000)
Abstract. The present study examined the extent to which a secondary curriculum course on the NCTM Standards effects the mathematics teaching beliefs of pre-service teachers. The sample consisted of 25 pre-service secondary mathematics teachers enrolled in a major research university in the South. The Standards Beliefs Instrument (SBI) was used on a pretest and posttest basis during a fifteen week course to measure pre-service teachers' beliefs on teaching mathematics in accordance with NCTM Standards (1989). The results indicate a significant difference (p < .05) in the pre-service teachers' beliefs in agreeing with the NCTM Standards. Implications for research, theory, and practice are also examined.
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Lloyd, Gwendolyn M. and Frykholm, Jeffrey A. On the Development of "Book Smarts" in Mathematics: Prospective Elementary Teachers' Experiences with Innovative Curriculum Materials (July 2000)
Abstract. This paper explores the notion of challenging and re-developing preservice elementary teachers’ conceptions of mathematics by engaging them in the use of reform-oriented K-12 curriculum materials during teacher education coursework. Examples of teachers’ reflections on course experiences illustrate how innovative curriculum materials can challenge teachers to learn mathematics in reform-oriented ways. As they work in cooperative groups, discuss multiple solution strategies, and approach subject matter through relevant problem situations, teachers are offered invaluable first-hand experiences doing mathematics while bearing in mind questions about teaching.
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Ostler, Elliott Mathematical Modeling: Some Ideas and Suggestions for Pre-service Teacher Preparation. (April 2000)
Abstract. The challenges of preparing secondary level math teachers for a new century of instruction have taken us well beyond the "standards" efforts of the past two decades. Reasoning, proof, and the development of new ways to represent mathematical ideas have begun to emerge as new basics. Mathematical modeling activities allow students to take information they have already learned and apply it in process of scientific inquiry thus allowing them to touch on the basic concepts of proof in a controlled environment. A sample modeling activity with a possible solution for mathematically telling time has been included.
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Hoover, Holly Adding the Complement: How an alternative subtraction aglorthim lead to a summation formula for finite geometric sequences (April 2000)
Abstract. While studying a section on whole number algorithms from the students’ text, a class of elementary teachers was introduced to a subtraction algorithm called adding the complement. During the process of studying this algorithm, the students posed and investigated questions eventually leading them to the summation formula for a finite geometric series. This paper shows the process of how students acquired a conceptual understanding of this interesting problem rather than a mere memorization of facts. After this lesson, several students professed a new-found appreciation for the process of mathematical discovery.
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