Literaturnachweis - Detailanzeige
| Autor/inn/en | Harkness, Shelly Sheats; D'ambrosio, Beatriz; Morrone, Anastasia S. |
|---|---|
| Titel | Preservice Elementary Teachers' Voices Describe How Their Teacher Motivated Them to Do Mathematics |
| Quelle | In: Educational Studies in Mathematics, 65 (2007) 2, S.235-254 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1954 |
| DOI | 10.1007/s10649-006-9045-1 |
| Schlagwörter | Mathematics Education; Elementary School Teachers; Self Efficacy; Preservice Teachers; Constructivism (Learning); Autobiographies; Student Teacher Attitudes; Student Motivation; Mastery Learning; Self Concept; Teacher Role |
| Abstract | In this study, data in the form of (preservice teacher) "student voices" taken from mathematical autobiographies, written at the beginning of the semester, and end-of-semester reflections, were analyzed in order to examine why preservice elementary school teachers were highly motivated in a social constructivist mathematics course in which the teacher emphasized mastery goals. The findings suggest that students entered the course with a wide variety of feelings about mathematics and their own mathematical ability. At the end of the semester, students wrote about aspects of the course that "led to their growth as a mathematical thinker and as a mathematics teacher..." Student responses were coded within themes that emerged from the data: Struggle; Construction of meaning [mathematical language; mathematical understanding]; Grouping [working in groups]; Change [self-efficacy; math self-concept]; and the Teacher's Role. These themes are described using "student voices" and within a motivation goal theory framework. The role of struggle, in relation to motivation, is discussed. (Author). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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