Conceptions of Mathematics in Related Contexts: Measuring Elementary Teachers’ Development Over Time

• In Event: Mathematical Teachers’ Beliefs and Knowledge

Abstract

This paper reports on the construction, implementation, and analyses of the Mathematics Experiences and Conceptions Surveys (MECS). The MECS is designed to study the development of preservice elementary teachers’ dispositions, beliefs, and attitudes towards mathematics teaching and learning, within the context of related mathematical experiences. We report on initial factor analyses and reliability of pre and post-surveys administered to preservice teachers (n ~ 200) elementary mathematics methods courses across three institutions in the Eastern United States. Results showed seven highly-reliable sub-scales addressing attitudes, dispositions, confidence, social justice, past K-12 experiences, and experiences in methods courses and field work. Instrument construction, plans for continued analysis, and ideas for implementing the MECS in future research are discussed.

Authors

• Cindy Jong, University of Kentucky

• Thomas Edward Hodges, University of South Carolina

• Rachael M. Welder, Hunter College - CUNY