Prospective Middle School Teachers’ Experiences and Conceptions of Mathematics Teaching and Learning: A Mixed-Methods Study

• In Event: Poster Session 19
  In Poster Session: Research on the Preparation of Mathematics Preservice Teachers for Diverse K-12 Classrooms

Abstract

The study described in this paper is part of a larger study that is examining the interdependence of mathematics teaching and learning during an undergraduate mathematics content course for prospective middle school teachers (PMSTs). The focus of the present study is on understanding the nature of PMSTs’ experiences during the course and relationships to their conceptions of mathematics teaching and learning. Their identification of engaging in various types of active-learning opportunities that were valuable for learning mathematics suggests that their conceptions of the teaching and learning process may be changing as a result of engaging in those experiences.

Author

• Kadian M. Callahan, Kennesaw State University