Examining the Relationships Among Course-Taking, Beliefs, and Error-Handling for Preservice Mathematics Teachers

• In Event: Teacher and Student Beliefs and Practices Around Mathematics, Errors, Assessment, and Space

Abstract

This study uses structural equation modeling to investigate the relationships among pre-service teachers’ course-taking history, their beliefs about the nature of mathematics and about which students can do high-level mathematics, and how student errors should be addressed in the classroom. The results indicate that some types of courses are strongly associated with beliefs about mathematics, but these factors had relatively little association with the ways that respondents thought errors should be handled in the classroom. Implications for teacher-preparation programs are discussed.

Author

• Sarah Wellberg, University of Colorado - Boulder
  Presenting Author