'I Remembered This Mathematics Course Because … ': How Unforgettable Mathematics Experiences of Pre-Service Early Childhood Teachers Are Related to Their Beliefs

Autor/in	Öçal, Tugba
Titel	'I Remembered This Mathematics Course Because … ': How Unforgettable Mathematics Experiences of Pre-Service Early Childhood Teachers Are Related to Their Beliefs
Quelle	In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 2, S.282-298 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Öçal, Tugba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1861349
Schlagwörter	Preservice Teachers; Beliefs; Student Attitudes; Early Childhood Teachers; Student Experience; Foreign Countries; Early Childhood Education; Mathematics Instruction; Memory; Teacher Attitudes; Teacher Behavior; Teaching Styles; Instructional Materials; Teaching Methods; Educational Environment; Turkey + Suchen Sie Ihr Suchwort? Belief; Glaube; Schülerverhalten; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Studienerfahrung; Ausland; Education; Mathematics lessons; Mathematikunterricht; Gedächtnis; Lehrerverhalten; Teacher behaviour; Lehrstil; Unterrichtsstil; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Türkei
Abstract	Pre-service early childhood teachers' beliefs about mathematics are significant because those beliefs will affect many factors involved in their future teaching. This research explored pre-service teachers' unforgettable mathematics experiences and how these experiences were related to their beliefs about preparing an unforgettable mathematics lesson. This is a case study with conveniently selected participants. Among the participants' previous mathematics experiences, four categories were delineated: teacher, student, material, and method-related issues, although the most common findings were related to their teachers. Regarding beliefs, participants' beliefs are presented within these categories (teacher, student, material, and method-related beliefs) as well as learning environment related beliefs are also found. In addition, McLeod [McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), "Handbook of research on mathematics teaching and learning" (pp. 575-596). Macmillan] categories for beliefs are also considered in the study. However, none of the participants' beliefs are found to be under McLeod's category of 'beliefs about math.' Therefore, findings indicated that there are both common and conflicting categories and themes with respect to McLeod's categories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01