Researchers and mathematics educators are trying to understand which learning experiences will help pre-service secondary mathematics teachers (PSMTs) develop visions of teaching and learning, as well as practices that align with reform-oriented movements (Shulman a Shulman, 2004). The purpose of this research is to contribute to the understanding of educational experiences that will afford PSMTs the learning of practices for teaching secondary mathematics. A cohort of PSMTs (n = 11) was purposively selected for this study. These PSMTs were enrolled in a Teaching Algebra Seminar that allowed them to teach a section of a College Algebra course and reflect upon their practices with peers and the mathematics professor. The PSMTs' participation in the Teaching Algebra Seminar was examined in relation to mathematically-oriented pedagogical practices. Questionnaires, interviews, and field notes were used as data sources. It was found that PSMTs' concerns related to their practices of teaching mathematics changed in nature and depth from the beginning to the end of the Teaching Algebra Seminar. PSMTs also became more involved in discussions related to mathematics teaching practices near the end of the Teaching Algebra Seminar. The aspects of the Teaching Algebra Seminar that promoted these changes may inform the design of mathematics teacher education programs and courses.The PSMTs could have discussed whether the procedure contained too many steps for their students to remember or if their students did not conceptually understand how the split AC method worked. A lack of conceptual understanding of whyanbsp;...
|Title||:||Pre-service Secondary Mathematics Teachers: Mathematical and Pedagogical Experiences in a Teaching Algebra Seminar|
|Author||:||Angela M. Hodge|
|Publisher||:||ProQuest - 2007|