Traditional and nontraditional preservice elementary ...
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Traditional and nontraditional preservice elementary teachers' perceptions about mathematics and mathematics teaching
Traditional and nontraditional preservice elementary teachers' perceptions about mathematics and mathematics teaching
Name:Personal
Wheeler, Ann Role :Text(marcrelator)
creator
Wheeler, Ann Role :Text(marcrelator)
creator
Name:Personal
Soto-Johnson, Hortensia Role :Text(marcrelator)
thesis advisor
Soto-Johnson, Hortensia Role :Text(marcrelator)
thesis advisor
Name:Personal
Blubaugh, William Role :Text
committee member
Blubaugh, William Role :Text
committee member
Name:Personal
Leth, Steven Role :Text
committee member
Leth, Steven Role :Text
committee member
Name:Personal
Harding-DeKam, Jennifer Role :Text
committee member
Harding-DeKam, Jennifer Role :Text
committee member
Name:Corporate
Mathematics Role :Text(marcrelator)
sponsor
Mathematics Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
typeOfResource
text genre(marcgt)
Thesis
Origin Information
Place
University of Northern Colorado (keyDate="yes")
2009-08 Place :Text
Greeley (Colo.)
2009-08
University of Northern Colorado (keyDate="yes")
2009-08 Place :Text
Greeley (Colo.)
2009-08
Language
:Text
English
English
Physical Description
315 pages
born digital
315 pages
born digital
abstract
In this qualitative dissertation, I examined six nontraditional (based on age) and six traditional preservice elementary teachers' beliefs and changes in beliefs about mathematics and mathematics teaching. These case study participants were enrolled in one of three mathematics content courses designed for preservice elementary teachers at a mid-sized doctoral granting university in the western United States. I selected the twelve participants based on the predetermined criteria of gender (female), age (less than 30 for traditional and at least 30 for nontraditional), mathematics instructor, preservice mathematics course, and group dynamics. Data collection consisted of two approximately 45-minute long interviews per preservice teacher, two approximately 30-minute long interviews per instructor, and classroom observations. After data collection, I coded the data using NVivo and searched for themes in the participants' responses. From the coding, I found six themes in the data: Senses, Socio-cultural, Standards Aligned Beliefs about Mathematics, Nonstandards Aligned Beliefs about Mathematics, Standards Aligned Beliefs about Mathematics Teaching, and Nonstandards Aligned Beliefs about Mathematics Teaching. Findings included the fact that nontraditional preservice teachers, on average, ranked themselves higher in their self confidence in teaching mathematics at the K-6 grade levels than the traditional participants. Nontraditional participants also were less likely than traditional participants to change their belief systems based on preservice mathematics content courses. A common finding among participants included the fact that all participants believed they would teach using all five senses in their future classroom. Implications for teaching of preservice elementary teachers consist of the following: offering activities involving family member participation as classroom practice, providing additional tutoring support and/or a cohort grouping for nontraditional preservice teachers, and giving traditional preservice teachers extra support to decrease possible self efficacy concerns they may have about teaching mathematics. note
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doctoral
doctoral
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Ph.D.
Ph.D.
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Wheeler_unco_0161N_10011.pdf
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http://hdl.handle.net/10176/cogru:112
http://hdl.handle.net/10176/cogru:112
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languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
note:admin
note:bibliography
note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Subject
Subject
Name:Personal
Subject
Name:Corporate
Subject
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Title Information:Alternative
Subject
Subject
Teacher Training
Teacher Training
Subject
Elementary Education
Elementary Education
Subject
Mathematics Education
Mathematics Education
Subject
Adult Learners
Adult Learners
Subject
Mathematics
Mathematics
Subject
Pedagogy
Pedagogy
Subject
Preservice Elementary Teachers
Preservice Elementary Teachers