Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry-Based Philosophy

Autor/inn/en	Cook, Samuel A.; Borkovitz, Debra K.
Titel	Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry-Based Philosophy
Quelle	In: PRIMUS, 27 (2017) 1, S.125-147 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cook, Samuel A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2016.1194341
Schlagwörter	Student Attitudes; Introductory Courses; Inquiry; Mathematics Education; Elementary School Teachers; Mathematics Teachers; Majors (Students); Departments; Teaching Methods; Middle School Teachers; Teacher Education Programs; Undergraduate Students; Program Improvement; Problem Based Learning; Semi Structured Interviews; Qualitative Research; Massachusetts + Suchen Sie Ihr Suchwort? Schülerverhalten; Einführungskurs; Mathematische Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Department; Abteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Problem-based learning; Problemorientiertes Lernen; Qualitative Forschung; Master-Studiengang
Abstract	In this paper we present data from one-on-one interviews conducted with students who have taken intermediate and advanced inquiry-based mathematics courses in a program that prepares future preK-8 teachers. Many of these students entered college with a fear of math, but then gained confidence from a required introductory math course and chose to pursue a major in Mathematics for Teaching. These interviews help explain their choice to pursue this major and their general experiences in IBL math classes. These insights were used to improve our program and may also help other mathematics instructors and programs that hope to implement an inquiry-based approach in their departments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01