Love It, Like It, or Leave It--Elementary Preservice Teachers' Field-Based Perspectives toward the Integration of Literature in Mathematics

Autor/inn/en	Nesmith, Suzanne M.; Purdum-Cassidy, Barbara; Cooper, Sandi; Rogers, Rachelle D.
Titel	Love It, Like It, or Leave It--Elementary Preservice Teachers' Field-Based Perspectives toward the Integration of Literature in Mathematics
Quelle	In: Action in Teacher Education, 39 (2017) 3, S.321-339 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2017.1292158
Schlagwörter	Elementary School Teachers; Student Attitudes; Mathematics Instruction; Preservice Teacher Education; Teacher Educators; Methods Courses; Reflection; Focus Groups; Mathematical Concepts; Childrens Literature; Teacher Certification; Qualitative Research; Preservice Teachers + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Methodisch-didaktische Anleitung; 'Children''s literature'; Kinderliteratur; Qualitative Forschung
Abstract	Integrating literature in mathematics is a powerful strategy used by many teachers to meet the reformative goals outlined by the National Council of Teachers of Mathematics. This article reports a teacher education study in which 15 elementary preservice teachers engaged in a task that challenged them to link the pedagogical strategy of integrating literature in mathematics to their field-based utilization of the practice. Qualitative data gathered during participants' concurrent enrollment in a mathematics methods course and a field-based practicum course and recorded through reflections and focus-group sessions revealed variances in participants' perspectives toward the practice. Results indicate that the participants' perspectives were overwhelmingly positive and variances were linked to the participants' personal growth and development as educators. Implications and suggestions allow teacher educators to utilize perspective variances to support preservice teachers' abilities to link the theories espoused in methods courses to the classroom utilization of said theories. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01