Prospective Elementary Teachers' Perceptions of Real-Life Connections Reflected in Posing and Evaluating Story Problems

Autor/in	Lee, Ji-Eun
Titel	Prospective Elementary Teachers' Perceptions of Real-Life Connections Reflected in Posing and Evaluating Story Problems
Quelle	In: Journal of Mathematics Teacher Education, 15 (2012) 6, S.429-452 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-012-9220-5
Schlagwörter	Beliefs; Relevance (Education); Teaching Skills; Preservice Teacher Education; Preservice Teachers; Pedagogical Content Knowledge; Elementary School Mathematics; Arithmetic; Mathematics Instruction; Word Problems (Mathematics) + Suchen Sie Ihr Suchwort? Belief; Glaube; Relevance; Relevanz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Textaufgabe
Abstract	This study explored prospective elementary teachers' perspectives on real-life connections in the case of story problems. A series of tasks were designed to uncover the participants' collective perceptions of real-life connections by speculating on participants' emerging beliefs about real-life connections and how their beliefs were reflected in the story problems they posed or evaluated. Findings revealed the following ideas: (a) there were overly positive beliefs with insufficient specifics; (b) participants perceived utility and reality as critical components of real-life connections; and (c) there were vast discrepancies between their beliefs and the way they posed or evaluated story problems for real-life connections. These results will generate further discussions about the issues and challenges teacher education programs face, while providing suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10