- Browse Events
Search
Program Calendar
Browse By Person
Browse by Day
Browse By Room
Browse By Strand
Browse By Session Type
Browse By Keyword
Browse By Mode of Inquiry
- Information Menu
Search Tips
Conference Center Map
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Facebook
X (Twitter)
From Beliefs to Action: What Shaped Prospective Teachers' Mathematics Instructional Approaches?
Mon, October 27, 4:30 to 5:30pm, Penn Stater Conference Center, Floor: Main Level, Deans HallDescription
Mathematics content courses centering on student thinking can play a significant role in fostering positive affect in prospective teachers (PTs) (Auslander, Hart, Carothers, et al., 2019). This study explores two prospective elementary teachers’ beliefs about mathematics teaching and learning and their performance on a mixed fraction task that involves analyzing and sequencing student work. Despite the level of their conceptual and procedural understanding of the concept, PTs’ performance in the task-based interview contrasted with the self-reported views. These findings highlighted the need for mathematics teacher education programs to address the complexity of the interplay among mathematics beliefs, prior learning experience, and mathematics proficiency to support PTs in developing productive beliefs that they can enact to foster meaningful mathematics learning for their future students.