Search results for: Leavy Aisling M.
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Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter writing initiative
Responding to mathematical problems is a core activity in classrooms. The problems that teachers select determine the mathematical content, processes and nature of mathematical inquiry occurring in classrooms and thereby contribute to the development of mathematical skills and dispositions. Selecting, designing or reformulating mathematical problems is a critical skill, then, for prospective and practising teachers. This study explores the influence of a mathematical letter writing initiative in developing the problem posing skills of 28 prospective primary teachers. We examine the characteristics of mathematical problems designed by prospective teachers, and their understandings of what constitutes a good mathematical problem, prior to and following completion of a 12-week letter writing initiative with 10–11-year-old children. Analysis of the data reveals the benefits of engaging in the initiative as evidenced in improvements in several problem characteristics. There was an increase in the number of multiple approach and multiple solution problems and in the level of cognitive demand of problems posed. The challenge of posing non-traditional problems, alongside the competing demands of building in opportunities for success, may have diminished participants’ ability to evaluate and attend to the cognitive demand of problems.
Updated: Aug. 02, 2022
An Investigation of Prospective Secondary Mathematics Teachers’ Conceptual Knowledge of and Attitudes towards Statistics
This study explored prospective secondary mathematics teachers’ conceptual understanding of statistics, attitudes towards statistics and the relationship between attitudes and conceptual understanding. The findings reveal that prospective mathematics teachers in this study had all taken modules in linear algebra and calculus at university and higher-level mathematics at secondary school. Despite being very mathematically able and confident, these self-selecting prospective mathematics teachers do no better in the assessment than the students from other disciplines. In addition, the results indicate generally positive attitudes but an acknowledgement that statistics is not a subject quickly learned by everyone and requires discipline to learn, but these positive attitudes are not strongly correlated with their conceptual understanding of statistics.
Updated: Sep. 07, 2016
An Examination of What Metaphor Construction Reveals about the Evolution of Preservice Teachers’ Beliefs about Teaching and Learning
The article explores the representations of preservice elementary teachers' in the United States and Europe, regarding teaching and learning, utilizing reflective activities that integrate academic activities and field experience. The study seeks to examine changes in metaphorical representations and the factors that influence those changes.
Updated: May. 12, 2008