Mathematics Stories: Preservice Teachers' Images and Experiences as Learners of Mathematics

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					Issues in Teacher Education, Kirtman
Andrea M. Guillaume & Lisa Spring 2010                                 121




                                                Mathematics Stories:
                         Preservice Teachers’ Images and Experiences
                                          as Learners of Mathematics

                                                Andrea M. Guillaume
                                                         Lisa Kirtman
                                   California State University, Fullerton




                                Objective
	   Decades	of	research	have	demonstrated	
				
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Description: Prospective teachers do, indeed, spend time learning some negative things through the school curriculum, but this study suggests that prospective teachers also have a rich store of intuitive understandings about mathematics teaching and learning that could be tapped to fa cilitate the construction of theoretically sound, research-based practices in mathematics education. Because research (Grant, 1996) argues that methods classes can indeed positively affect teachers' performance, this study and others like it (e.g., Ellsworth & Buss, 2000; Rooney, 1998) suggest that helping teachers to surface and analyze their mathematics stories can serve as a powerful starting point for in enriching their understanding of what mathematics can be and do.
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