Mathematics Teacher Educators' Perceptions and Use of Cognitive Research

Autor/inn/en	Laski, Elida V.; Reeves, Todd D.; Ganley, Colleen M.; Mitchell, Rebecca
Titel	Mathematics Teacher Educators' Perceptions and Use of Cognitive Research
Quelle	In: Mind, Brain, and Education, 7 (2013) 1, S.63-74 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12009
Schlagwörter	Methods Courses; Mathematics Teachers; Teacher Educators; Research Utilization; Mathematics Instruction; Elementary School Mathematics; Cognitive Psychology; Psychological Studies; Teaching Methods; Cognitive Processes; Learning Processes; Mathematical Concepts; Mathematics Skills; Misconceptions + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Forschungsumsetzung; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Kognitive Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Missverständnis
Abstract	Instructors ("N"?=?204) of elementary mathematics methods courses completed a survey assessing the extent to which they value cognitive research and incorporate it into their courses. Instructors' responses indicated that they view cognitive research to be fairly important for mathematics education, particularly studies of domain-specific topics, and that they emphasize topics prominent in psychology studies of mathematical thinking in their courses. However, instructors reported seldom accessing this research through primary or secondary sources. A mediation analysis indicated that mathematics methods instructors' perception of the importance of the research predicts their incorporation of it in their courses, and that this relation is partially mediated by their accessing of it. Implications for psychologists who have an interest in education and recommendations for facilitating the use of cognitive research in teacher preparation are discussed. (Contains 1 note, 1 figure, and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10