Mindset-oriented Wise Interventions for Elementary Mathematics Preservice Teachers to Support Positive Beliefs about Challenges

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT028 (Friday)

Abstract

Preservice teachers (PSTs) face challenges with mathematics content, beliefs about mathematics, and beliefs about mathematical abilities. To help PSTs overcome these challenges and foster their beliefs about overcoming challenges, this design-based dissertation research focuses on wise mindset interventions (Walton & Wilson, 2018). The purpose of this study is to understand PSTs’ academic challenges in an introductory mathematics content course and how wise interventions can help overcome challenges. Data sources include PSTs’ self-reported qualitative surveys used as wise interventions, classroom observations, audio interviews, and student artifacts. Data will be analyzed qualitatively. To help identify any changes in participants’ beliefs throughout the study, I will conduct a within case analysis followed by a cross-case analysis to extend findings beyond individual cases.

Author

• Sarvani Pemmaraju, Middle Tennessee State University