The role of a children's mathematical thinking experience in the preparation of prospective elementary school teachers |
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| Institution: | 1. Theoretical and Physical Chemistry Division, Dong Thap University, 783-Pham Huu Lau, Ward 6, Cao Lanh City, Dong Thap, Viet Nam;2. Department of Chemistry, University of Science, Vietnam National University - Ho Chi Minh City, 227 Nguyen Van Cu, District 5, Ho Chi Minh City, Viet Nam;3. Faculty of Natural Sciences Education, Saigon University, 273 An Duong Vuong, District 5, Ho Chi Minh City, Viet Nam;1. School of Chemistry and Chemical Engineering, Shandong University, Jinan 250100, People’s Republic of China;2. Suzhou Institute of Shandong University, Suzhou, Jiangsu 215123, People’s Republic of China;3. School of Optoelectronic Information, Chongqing University of Technology, Chongqing 400050, People’s Republic of China;1. Division of Infectious Diseases and Immunology, Department of Medicine, New York University School of Medicine, New York, New York;2. Ronald O. Perelman Department of Emergency Medicine, New York University School of Medicine, New York, New York;1. School of Civil Engineering, Wuhan University, 8 South Road of East Lake, Wuchang, 430072 Wuhan, PR China;2. Centre de Recherche Public Henri Tudor, 29, av. John F. Kennedy, L-1855 Luxembourg-Kirchberg, Luxembourg;3. Laboratoire d’Etude des Microstructures et de Mécanique des Matériaux, LEM3, UMR CNRS 7239, Université de Lorraine, Ile du Saulcy, 57045 Metz Cedex 01, France;4. Laboratory of Excellence on Design of Alloy Metals for low-mAss Structures (DAMAS), Université de Lorraine, France |
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| Abstract: | Historically, content preparation and pedagogical preparation of teachers in California have been separated. Recently, in integrating these areas, many mathematics methodology instructors have incorporated children's thinking into their courses, which are generally offered late in students’ undergraduate studies. We have implemented and studied a model for integrating mathematical content and children's mathematical thinking earlier, so that prospective elementary school teachers (PSTs) engage with children's mathematical thinking while enrolled in their first mathematics course. PSTs’ work with children in the Children's Mathematical Thinking Experience (CMTE) may enhance their mathematical learning. Preliminary study results indicate that the sophistication of CMTE students’ beliefs about mathematics, teaching, and learning increased more than the sophistication of beliefs held by students enrolled in a reform-oriented early field experience and that experiences considering children's mathematical thinking provided PSTs with increased motivation for learning mathematics. |
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