Search results for: Matteson Shirley M.
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This study examined preservice teachers’ mental representations through drawing floor plans of an “ideal middle-level mathematics classroom.” Participants designed and described floor plans that encouraged the use of inquiry and hands-on activities and technology as instructional strategies. These floor plans also focused on student learning styles and individual needs, established a comfortable, organized and safe learning environment, demonstrated flexibility in grouping strategies, and encouraged communication between peers and with the teacher.
Updated: Sep. 22, 2014
This article describes a study which explored changes in the pedagogical content knowledge of preservice teachers after teaching a mathematics lesson twice to two groups of peers. The participants were 26 middle-level undergraduate preservice teachers (PSTs) in a large state university in the southwestern United States. This study revealed that receiving feedback from peers as well as professionals helped the preservice teachers to quickly modify the lesson and teach it to the next group of students.
Updated: Jan. 13, 2013