Document Type
Conference Proceeding
Publication Date
2019
Department
Mathematics Education
Abstract
This research examines the preconceived notions that pre-service teachers bring into a mathematics methods course about both how mathematics should be taught as well as their own capabilities in mathematics. Initial responses of pre-service teachers support a procedureoriented view of mathematics and a range of their own feelings from feeling extremely confident to feeling extremely incompetent. This research examines the initial categories of the pre-service teachers and then the shifts in their beliefs and personal feelings toward the subject through changing their understandings of and about mathematics. Finally, the research looks at the components within the methods course that supported those changing beliefs and feelings. This research starts the conversation about changing the mathematics stories of future teachers through positive mathematics experiences.
Recommended Citation
Holm, J. (2019). Supporting the development of future mathematics teachers: Mathematics as healing. In S. Otten, A. G. Cadela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1203-1207). St. Louis, MO: University of Missouri.