Prospective Teachers' Perceptions, Beliefs, and Dispostions toward Students' Family, Community, and Culture [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Foote, Mary Q.; McDuffie, Amy Roth; Turner, Erin E.; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey
Titel	Prospective Teachers' Perceptions, Beliefs, and Dispostions toward Students' Family, Community, and Culture [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Mathematics Instruction; Student Diversity; Cultural Awareness; Student Attitudes; Cultural Differences; Family Environment; Beliefs; Interpersonal Relationship; Interviews; Methods Courses; Elementary School Teachers; Middle School Teachers; Likert Scales; Surveys; Educational Resources; Cultural Influences + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Cultural identity; Kulturelle Identität; Schülerverhalten; Kultureller Unterschied; Familienmilieu; Belief; Glaube; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Methodisch-didaktische Anleitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Likert-Skala; Survey; Umfrage; Befragung; Bildungsmittel; Cultural influence; Kultureinfluss
Abstract	Research has repeatedly documented that teachers are underprepared to teach mathematics effectively in diverse classrooms. We believe critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support capitalizing on children's cultural, linguistic, and community-based knowledge and experiences in mathematics instruction. This study examined beginning perceptions, beliefs, and dispositions of prospective teachers (PSTs) toward students' family, community, and culture. Results indicate that PSTs hold a range of beliefs based on how they see the resources and supports available to students in the home and community, how they compare and contrast themselves with their students and the students with each other, and how they see the nature of the relationships that can and should be formed by teachers with students and families. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01