Impact of a content and methods course sequence on prospective secondary mathematics teachers’ beliefs
Impact of a content and methods course sequence on prospective secondary mathematics teachers’ beliefs
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内容和方法课程顺序对未来中学数学教师信念的影响
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
F. A. Ersoz
中科院分区：
文献类型：
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作者：
AnnaMarie Conner;Kelly W. Edenfield;Brian W. Gleason;F. A. Ersoz
在这篇文章中，我们报告的研究信念的数学，教学和证明进行了六个未来的中学数学教师，因为他们完成了两个学期的序列的内容课程和方法课程。参与者的初步信念，确定使用访谈和调查数据，并通过进一步的访谈和调查数据结合课堂观察和书面工作的信念和潜在的转变进行了检查。虽然他们对数学和证明的信念似乎相对稳定，但他们对教学的信念从以教师为中心的观点转变为对学生活动和理解的信念。这些转变进行了分析，使用的信念结构的建设，活动和事件的课程，可能促进了转变的确定。结果在某些方面与文献一致，例如参与者对数学的信念的稳定性。另一方面，我们的研究结果提供了新的信息，未来的中学数学教师的教学信念可能会受到影响。
In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching may be impacted.