國立虎尾科技大學 |

Preservice teacher's knowledge : = A contrast of beliefs and knowledge of ratio and proportion.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Preservice teacher's knowledge :/
Reminder of title:	A contrast of beliefs and knowledge of ratio and proportion.
Author:	Hutchinson, Elaine Joan.
Description:	1 online resource (228 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 57-10, Section: A.
Contained By:	Dissertations Abstracts International57-10A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798684616631

Preservice teacher's knowledge : = A contrast of beliefs and knowledge of ratio and proportion.
Hutchinson, Elaine Joan.

Preservice teacher's knowledge :A contrast of beliefs and knowledge of ratio and proportion. - 1 online resource (228 pages)

Source: Dissertations Abstracts International, Volume: 57-10, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1996.

Includes bibliographical references

The study's purpose was to examine preservice teachers' knowledge and beliefs in the domain of ratio and proportion within the context of the mathematics education reform. Four preservice teachers who had different mathematics backgrounds and contrasting beliefs about mathematics were selected for the study. The teacher-researcher taught a four-week unit using content from the Mathematics in Context (National Center for Research in Mathematical Sciences Education & Freudenthal Institute, in press) materials in a classroom situation that modeled that envisioned in the Curriculum and Evaluation Standards (NCTM, 1988). Within a social constructivist frame, the teacher-researcher employed interpretive methodology compiling data from observations, artifacts, journals, and interviews. This data was used to compare and contrast the beliefs and knowledge of the four preservice teachers. The study revealed that previous knowledge and beliefs of the four preservice teachers were challenged in the new learning environment. Two of the preservice teachers in this study were in the process of developing new understandings of ratio and reform documents. The other two preservice teachers reverted to traditional methods for solving ratio and proportion problems when challenged with a new experience. The study revealed that the mathematics background and beliefs as defined in the study were not indicative of the preservice teachers who changed. The criteria used to select and classify the participants did not capture the essence of the reform movement. The study found that life histories and previous experiences in mathematics were more significant in indicating those preservice teachers who were willing to change. During the duration of the study, the two preservice teachers who had demonstrated the value of understanding mathematics and the importance of realistic approaches to mathematics were the participants teachers who demonstrated behaviors in line with the reform movement. The new learning environment and the curriculum used in this study appeared to match their beliefs about learning and teaching mathematics.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798684616631Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

reformIndex Terms--Genre/Form:

554714
Electronic books.

Preservice teacher's knowledge : = A contrast of beliefs and knowledge of ratio and proportion.
LDR:03455ntm a22003617 4500 001 1144567
005 20240611104258.5
006 m o d
007 cr mn ---uuuuu
008 250605s1996 xx obm 000 0 eng d
020 $a 9798684616631
035 $a (MiAaPQ)AAI9611421
035 $a AAI9611421
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hutchinson, Elaine Joan. $3 1469640
245 1 0 $a Preservice teacher's knowledge : $b A contrast of beliefs and knowledge of ratio and proportion.
264 0 $c 1996
300 $a 1 online resource (228 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 57-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Romberg, Thomas.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1996.
504 $a Includes bibliographical references
520 $a The study's purpose was to examine preservice teachers' knowledge and beliefs in the domain of ratio and proportion within the context of the mathematics education reform. Four preservice teachers who had different mathematics backgrounds and contrasting beliefs about mathematics were selected for the study. The teacher-researcher taught a four-week unit using content from the Mathematics in Context (National Center for Research in Mathematical Sciences Education & Freudenthal Institute, in press) materials in a classroom situation that modeled that envisioned in the Curriculum and Evaluation Standards (NCTM, 1988). Within a social constructivist frame, the teacher-researcher employed interpretive methodology compiling data from observations, artifacts, journals, and interviews. This data was used to compare and contrast the beliefs and knowledge of the four preservice teachers. The study revealed that previous knowledge and beliefs of the four preservice teachers were challenged in the new learning environment. Two of the preservice teachers in this study were in the process of developing new understandings of ratio and reform documents. The other two preservice teachers reverted to traditional methods for solving ratio and proportion problems when challenged with a new experience. The study revealed that the mathematics background and beliefs as defined in the study were not indicative of the preservice teachers who changed. The criteria used to select and classify the participants did not capture the essence of the reform movement. The study found that life histories and previous experiences in mathematics were more significant in indicating those preservice teachers who were willing to change. During the duration of the study, the two preservice teachers who had demonstrated the value of understanding mathematics and the importance of realistic approaches to mathematics were the participants teachers who demonstrated behaviors in line with the reform movement. The new learning environment and the curriculum used in this study appeared to match their beliefs about learning and teaching mathematics.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Mathematics education. $3 1148686
650 4 $a Curricula. $3 1465610
650 4 $a Teaching. $3 555255
650 4 $a Curriculum development. $3 1148494
653 $a reform
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0280
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Wisconsin - Madison. $3 845500
773 0 $t Dissertations Abstracts International $g 57-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9611421 $z click for full text (PQDT)