Learning to Teach Music-Themed Mathematics: An Examination of Preservice Teachers' Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy

Autor/inn/en	An, Song A.; Zhang, Meilan; Tillman, Daniel A.; Lesser, Lawrence M.; Siemssen, Annette; Tinajero, Josefina V.
Titel	Learning to Teach Music-Themed Mathematics: An Examination of Preservice Teachers' Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
Quelle	In: Mathematics Teacher Education and Development, 18 (2016) 1, S.20-36 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Mathematics Instruction; Interdisciplinary Approach; Elementary School Students; Music Activities; Qualitative Research; Focus Groups; Interviews; Essays; Reflection; Teaching Methods; Student Attitudes; Lesson Plans; Grounded Theory; Coding; Individualized Instruction; Student Motivation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Musikalische Aktion; Qualitative Forschung; Interviewing; Interviewtechnik; Essay; Aufsatzunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lesson planning; Unterrichtsplanung; Codierung; Programmierung; Individualisierender Unterricht; Schulische Motivation
Abstract	The study presented in this paper sought to offer a group of 21 preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing it with elementary students. It provided the participating preservice teachers' with an opportunity to reflect upon the potential advantages, as well as challenges, involved in developing music into an educational resource for teaching engaging elementary mathematics lessons. Analysis of the 391 pieces of qualitative reflections that were collected from the participating preservice teachers during focus group discussions, individual interviews, and self-refection essays revealed the participants' general perceptions about the benefits and challenges of teaching mathematics through music activities. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01