International Portal of Teacher Education
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Search results for: Cooper Sandi
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In this study, the researchers chose to explore the kinds of questions prospective teachers plan when utilizing literature in mathematics lessons to scaffold children’s understanding of the mathematics concepts presented through the text. Results revealed that some of the prospective teachers possessed a limited recognition of or ability to incorporate questioning when planning lessons. Furthermore, the results presented a need to analyze the planned questions based upon their dependency and utilization of said literature. Based upon the results of this study, there are implications and recommendations for both classroom teachers and teacher educators alike to consider when making determinations relative to the mathematics classroom, course, and field experience.
Published: 2015
Updated: Nov. 22, 2016
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The purpose of this article is twofold: (1) to describe two mathematics field experiences which varied greatly in their context, and (2) to examine the influence of these field experiences on preservice teachers’ perspectives and development as educators in general and as mathematics educators specifically. The participants were 33 preservice teachers seeking their initial teaching certification: . Sixteen math camp field experience participants and The 17 traditional field experience participants. The findings suggest that the context of the traditional field experience did not provide the preservice teachers with the same level of support for the development of their mathematics knowledge and skills as did the math camp field experience.
Published: 2013
Updated: Jun. 21, 2015