The Singapore Modeling Method: Possibilities for Improving Elementary Teacher Mathematics Preparation

Autor/inn/en	Clement, Geoff; Swars Auslander, Susan
Titel	The Singapore Modeling Method: Possibilities for Improving Elementary Teacher Mathematics Preparation
Quelle	In: PRIMUS, 32 (2022) 10, S.1125-1139 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swars Auslander, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2021.1993396
Schlagwörter	Preservice Teachers; Mathematics Education; Preservice Teacher Education; Student Attitudes; Self Efficacy; Knowledge Base for Teaching; Elementary School Teachers; Models; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This mixed-methods study examined prospective elementary teachers' (N = 32) mathematical knowledge and mathematics self-efficacy while learning about the Singapore Modeling Method in a university mathematics course. Pre- and post- quantitative data were collected via two content knowledge assessments and one belief survey, and qualitative data were gathered through individual interviews. The quantitative data analysis showed that content knowledge did not change significantly, whereas mathematics self-efficacy did change significantly. Three themes from the interviews evidenced growth in mathematical knowledge: "justifying reasoning in problem solving with visual clarity," "variety of valid strategies," and "changes in mathematics self-efficacy and connections with content knowledge." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01