Student Perceptions of the Defining Aspects of a Mathematics Methods Course that Aided in the Development of a Conceptual Understanding of Mathematics

The purpose of this study was to ascertain pre-service teachers' perceptions of the defining aspects of a mathematics methods course that aided in the development of a conceptual understanding of mathematics. These perceptions emerge from the narratives of four pre-service teachers in a mid-size metropolitan university in the southeastern part of the United States. Grounded in the theory of constructivism this study focuses on the educational experiences of pre-service teachers, as reported by pre-service teachers, creating a portrait of their journey. These pre-service teachers' learning experiences were based on national standards with a constructivist instructional approach and included field experience in a school environment. Analysis of the data revealed that pre-service teachers attributed their increase in conceptual understanding of mathematics to 'touching/doing activities' that required them to 'explain why'. Use of models and manipulatives aided in helping the pre-service teachers verify and justify their solutions to others, providing concrete items to use in explaining abstract concepts. Ultimately, requiring pre-service to explain their own thought processes, with and without manipulatives, aided them in developing a conceptual understanding of mathematics.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Year

2005

Author dc:creator

• Edmiston, Patricia

Contributors dc:contributor

• Speaker, Richard
• Bedford-Whatley, April
• Gifford, Charles

• teacher education
• constructivism

Repository record dc:identifier

https://scholarworks.uno.edu/td/149

OAI identifier oai:identifier

oai:scholarworks.uno.edu:td-1153