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1.
Abstract

Research examining the characteristics of both qualified and pre-service teachers focuses on traits including gender, socio-economic and socio-demographic background, knowledge and a variety of relevant affective constructs. Studies also investigate such traits among entrants to initial teacher education (ITE). The desire for more diversity within the teaching profession has led to alternative entry routes to the teaching profession (consecutive model for post-graduates) for those who may be unable to gain entry via the traditional concurrent (undergraduate) route. Internationally, there are divergent viewpoints and practices in relation to the value and use of the respective routes. This paper presents a comparative study within the Irish context, examining whether the consecutive model route to ITE promotes diversity in terms of entrants’ attitudes to mathematics. The study examines the entry-level mathematics attitudes of two distinctive groups of ITE entrants, namely 419 concurrent and 59 consecutive elementary pre-service teachers, in one Irish ITE institution prior to engagement with their ITE mathematics education programme. It compares their enjoyment of mathematics as well as their beliefs regarding the value of mathematics and examines the extent to which any distinguishing differences are apparent among the respective cohorts using the Aiken’s Revised Mathematics Attitude Scale. Analyses indicate generally positive attitudes among both cohorts; however, differences are evident between the cohorts with the consecutive route cohort demonstrating particularly apposite attitudes. The findings support the belief that the consecutive ITE route holds merit and prompts further investigation regarding the unique dispositions that these entrants possess.  相似文献   

2.
The purpose of this study was to investigate gender differences in students’ mathematics achievement and in their attitudes toward mathematics. Another purpose was to examine mathematics teachers’ beliefs and their perceptions of their male and female students’ ability. The sample consisted of 692 students (353 girls, 339 boys) between the ages of 12 and 16 years, enrolled in grades 7–9 at four private schools in Lebanon. Data were collected using the Attitudes Toward Mathematics (ATM) scale (Aiken in Journal for Research in Mathematics Education, 5, 67–71, 1974), school records, and interviews with teachers. Results showed no significant gender differences in either achievement or attitudes toward mathematics, thus dispelling the common belief that female students in traditional cultures do not perform well in mathematics and dislike the field. A main effect for grade level was found with ninth graders significantly outperforming their younger counterparts. Also, teachers viewed mathematics as a male domain and attributed boys’ success to ability and girls’ success to effort. They also interacted with boys more frequently regardless of the nature of the exchange. Implications for future research and for instructional practice are overviewed.  相似文献   

3.
Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study (N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses (N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.  相似文献   

4.
This study examined pre-service mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education based on year level in teacher education program and gender. The sample included 1,593 freshman, sophomore, junior, and senior pre-service middle school (grades 4–8) mathematics teachers from nine universities in Turkey. Data were collected through Knowledge of History of Mathematics Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education Questionnaire. Results indicate that pre-service teachers have moderate knowledge of history of mathematics and positive attitudes and beliefs towards using history of mathematics. Their knowledge scores increase as the year level in teacher education program advanced. Males’ knowledge scores are significantly higher than females’ scores in the first 2 years. This situation reverses in the last 2 years, but it is not statistically significant. Pre-service teachers have more positive attitudes and availing beliefs towards using history of mathematics as they progress in their teacher education program. Females have greater attitudes and beliefs mean scores than males in each of the years. The results indicate that the teacher education program may have enhanced the pre-service teachers’ knowledge of history of mathematics by related courses. However, the moderate knowledge scores indicate that there is a need for revision of these courses. The pre-service teachers’ positive attitudes and beliefs towards using history of mathematics stress the importance of teacher education program in order to prepare them for implementing this alternative strategy in the future.  相似文献   

5.
小学数学教师职前培养应重视的几个方面   总被引：1，自引：0，他引：1  
数学教师的职前培养是数学教师专业化发展的重要环节,小学数学教师职前培养应重视以下几个方面:更新职前教师的数学教育观念;改进小学教育专业数学类相关课程的教学方法;深入研究高观点下的小学数学内容知识。  相似文献   

6.
Background: The relationship between attitudes and behaviour has led to a focus on the role played by attitudes in the teaching and learning of mathematics.

Purpose: This paper reports on an investigation into student teachers’ self-reported attitudes towards mathematics in the context of a mathematics education programme. The programme had been developed by the authors in response to a new, reformed four-year undergraduate initial teacher education (ITE) for primary teachers in Ireland. The authors aimed to use the feedback to evaluate and develop the course further.

Sample: We report on the attitudes of 345 pre-service primary teachers enrolled in a four-year undergraduate ITE programme. 281 of these participants had matched survey data before and after participating in the mathematics education programme.

Method and Design: Four evaluation criteria were used as a conceptual framework for the evaluation of the mathematics education programme. A multi-method approach was taken in investigating the students’ attitudes to mathematics by using a scale as a quantitative measure of attitude alongside open-ended survey items that provided qualitative insights into changes in attitudes.

Results and conclusions: Results from the survey data suggested overall that the participants’ attitudes towards mathematics were more positive after they had experienced the mathematics education programme. Overall, the written responses suggested that according to self-reportage, participants perceived that participation in the mathematics education programme had affected their attitudes towards mathematics positively. Comments indicated that the ‘small group’ tutorial structure was particularly well received and was associated with opportunities to actively engage, explore, interact and reflect. Suggestions offered by the participants will be used to inform planning and development of the mathematics programme.  相似文献   

7.
This paper presents some results of an investigation on the number sense of a group of pre-service secondary teachers from Spain. The objective of this research was to analyze students’ use of strategies associated to number sense and compare them with those obtained in a previous study with pre-service primary teachers in Taiwan, (Yang, Reys & Reys, International Journal of Science and Mathematics Education, 7, 383–403, 2009). Pre-service secondary teachers showed lower success than pre-service primary teachers in a number sense test. Nevertheless, these last based their reasoning mainly on rules and algorithms, while pre-service secondary teachers used more strategies of number sense. In an attempt to delve into the low success shown by of Spanish pre-service secondary teachers, some students were interviewed. Those interviews showed that a deeper work on number sense in the training of these students is needed.  相似文献   

8.
This study employed content analysis to examine 3 popular middle-grades mathematics curricula in the USA on the support they provide for teachers to implement concepts associated with variables in school mathematics. The results indicate that each of the 3 curricula provides some type of support for teachers, but in a varied amount and quality. More specifically, whereas the University of Chicago School Mathematics Project (UCSMP) curriculum provides support for teachers on several aspects of using variables in school mathematics, the support found in the Connected Mathematics 2 and the Math Connects curricula focused mainly on one conception of variables—namely, the use of variables as quantity that varies in the Connected Mathematics 2 curriculum and the use of variables as specific unknowns in the Math Connects curriculum. Overall, the UCSMP curriculum provides the most support for teachers, followed by the Connected Mathematics 2 curriculum, with the Math Connects curriculum recording the least support for teachers to enact variable concepts. It is worth pointing out that, although the 3 curricula collectively provide guidance for teachers to implement variable ideas within meaningful real-world contexts, the supports identified in the respective curriculum were not sufficient in addressing all of the areas that are essential for teaching the many concepts associated with variables in school mathematics effectively. Recommendations for curriculum developers and for international researchers with interest in the roles of variables in school mathematics are provided.  相似文献   

9.
Change is always difficult, and there is no great doubt that teachers need time to come to terms with it. This fact is, however, too often forgotten. In the spirit of my earlier work, this paper is shaped by an action research perspective. It provides some insights into the learning experiences of a group of eleven experienced secondary mathematics teacher, who were enrolled in a Perspectives on Mathematics Education two semesters course, within the context of a Masters on Mathematics Teaching programme, held at a Department of Mathematics, in a Portuguese University. The first part of the paper highlights the conflicting pressures and stresses suffered, during the first semester course, by the participating teachers. Confrontation with new ideas about both mathematics and mathematics education, as well as work overload, had a damaging impact on the teachers’ self‐confidence and morale. The second part of the paper covers the second semester course by addressing three fundamental questions for teachers, which aimed at helping the students bridge the academic mathematics and the mathematics education worlds. Finally, brief scenarios of three participating teachers’ professional development throughout the course are discussed in order to illustrate the challenges they had to face and the possibilities the course (and the Masters programme) offered to promote individual change.  相似文献   

10.
韩国的数学教师职前教育体制有如下特点:类型多样的教师职前培养机构、严格的公立学校数学教师聘任制度、定期的教师教育机构评估制度.小学数学教师教育课程具有综合性、多样化特点;中学数学教师教育课程更重视学科知识.韩国数学教师职前教育对中国的数学教师教育有如下启示:建立多元的办学体制,致力于专业化的数学教师培养;以教师聘任制度和教师教育机构评估制度促进数学教师培养质量的提高;在学科课程和教学法课程之间寻求恰当平衡.  相似文献   

11.
This research traced changes in choices of technological tools and attitudes toward technology use among novice mathematics teachers at three stages of their professional development: as pre-service teachers, a year later, and in their work as novice teachers. At each stage, the participants were required to evaluate the benefits of technology use in their learning/teaching.

We found that the novice mathematics teachers used a variety of technological tools, while as students they preferred to use digital presentations or dynamic software. Moreover, the novice teachers used two additional tools: the school platform and the WhatsApp instant messaging application. The novice teachers placed significantly higher value on the benefits of using technology in teaching in terms of improvement in learning, enhancement of pupils' motivation and increased effectiveness of the lesson. These results indicated that only as practical teachers were the participants able to see the benefits of technology.  相似文献   


12.
The Third International Mathematics and Science Study (TIMSS) provides data that seems clearly important to science and mathematics education in the U.S. TIMSS gathered extensive data on curriculum, textbooks, teachers, and instructional practices in science and mathematics education and some of these data are presented and discussed. Eighth grade achievement data show the U.S. to be somewhat above average in science achievement but consistently average or below in mathematics. U.S. official curricula cover comparatively many topics and are relatively unfocused. U.S. science and mathematics textbooks typically take a cautious, inclusive approach keeping traditional content while adding new reform topics. They thus lack. Teachers, without guidance to help them focus, typically divide their attention among many topics. Empirically, there is little agreement in the U.S. on what is truly basic judging by common topics among curricula and textbooks. U.S. teaching, at least in mathematics, is teacher and moves among many different activities, failing to tell a coherent story. We must face these as we seek to find ways to become what we want to be in providing science and mathematics education.  相似文献   

13.
Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion.  相似文献   

14.
A Study Of Mathematics Anxiety in Pre-Service Teachers   总被引：1，自引：0，他引：1  
The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of using Bruner’s framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other activities to make mathematics concepts more concrete and meaningful. Data were collected using quantitative and qualitative measures. Two hundred forty-six pre-service teachers completed a 98-item Likert-type survey. Informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted with pre-service teachers. Data revealed a statistically significant reduction in mathematics anxiety in pre-service teachers (p < .001) who completed a mathematics methods course that emphasized Bruner’s model of concept development. Results of the study have implications for teacher education programs concerning how future teachers are trained, the measurement of mathematics anxiety levels among pre-service teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced.  相似文献   

15.
Research has demonstrated that an important factor in the success of inclusive education is dependent upon teachers’ attitudes. Based on this evidence, the present study investigated the impact of a range of teacher variables in association with training on primary pre-service teachers’ attitudes by examining total inclusion scores, positive affect, training and perceived competence, and negative affect. Three-hundred and forty-two participants from a metropolitan Australian University studying primary school education completed the Teacher Attitudes to Inclusion Scale (adapted). Comparisons were made between participants who had received training on special education, compared with those who had not. The analyses revealed that overall, studying an elective unit on inclusive education had a positive influence over pre-service teachers’ attitudes. It was found that teaching experience had a significantly negative impact on pre-service teachers’ attitudes. The present study demonstrates the vital role that training institutions play in developing appropriate attitudes to inclusive education with significant issues around teacher training being examined. The research has important implications for training institutions, with future research being discussed.  相似文献   

16.
教师教育中数学知识的获得是影响职前小学教师数学知识的主要因素之一,以我国上海师范大学和美国纽约城市大学小学教育专业本科培养的数学课程计划为个案,从数学内容类课程和数学方法类课程两方面研究发现,两国职前小学教师教育中各数学课程在学分要求、教学目标、教学内容和教学方法等方面存在差异。美国职前小学教师本科培养的经验,对我国职前小学教育专业本科培养的数学课程设置与实施应该如何加强联系小学数学课程与教学实际具有一定借鉴。  相似文献   

17.
Excellence in education has become the watchword in the past decade. This paper describes aspects of research conducted with two secondary mathematics teachers and seven senior students, which explored their perceptions of mathematics as they have experienced it, and their beliefs about personal excellence in school mathematics. Three categories of excellent students are described as identified by the participants. While the teachers endeavoured to extend the meaning of excellence beyond test achievement alone, the system within which they function largely supports a technical (excellence as marks) conception of education. I argue that this has led teachers and students to a restricted view of the potential for excellence in the secondary mathematics classroom. In particular, it limits the possibility for a strong understanding of personal excellence as an inseparable intellectual and moral journey of becoming, fostered in the environment of a genuine community of mathematics learners.An earlier draft of this paper was presented at the Canadian Society for the Study of Education Annual Meeting, Carleton University, June 10, 1993.  相似文献   

18.
Abstract

The concern that teachers are being inadequately prepared by their pre-service education to be confident and competent users of information technology remains, despite over a decade of computer availability in education systems. This paper examines the views of 234 pre-service teachers who experienced an information technology component in their teacher education course. It finds that many students have low computer self-efficacy and express negative feelings about information technology. These perceptions are gender and age related. It concludes that the need for information technology competency training remains important, but such programmes need to be specifically tailored to account for the wide range of experiences and attitudes of pre-service teachers.  相似文献   

19.
The literature shows an increase in blended learning implementations (N?=?74) at faculties of education in Turkey whereas pre-service and in-service teachers’ ICT competencies have been identified as one of the areas where they are in need of professional development. This systematic review was conducted to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria (i.e., studies having quantitative research design or at least a quantitative aspect conducted at pre-service teacher education programs) included within the scope of this review. With regard to academic achievement, it was synthesized that majority of the studies confirmed its positive impact on attaining course outcomes. Likewise, blended learning environment was revealed to contribute pre-service teachers to develop positive attitudes towards the courses. It was also concluded that face-to-face aspect of the courses was favoured considerably as it enhanced social interaction between peers and teachers. Other benefits of blended learning were listed as providing various materials, receiving prompt feedback, and tracking progress. Slow internet access, connection failure and anxiety in some pre-service teachers on using ICT were reported as obstacles. Regarding the positive results of blended learning and the significance of ICT integration, pre-service teacher education curricula are suggested to be reconstructed by infusing ICT into entire program through blended learning rather than delivering isolated ICT courses which may thus serve for prospective teachers as catalysts to integrate the use of ICT in their own teaching.  相似文献   

20.

Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers’ conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers’ constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers’ pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers’ traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed.

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