Dissertation/Thesis Abstract

Informal mathematics activities and the beliefs of elementary teacher candidates
by Roscoe, Matthew Brady, Ph.D., University of Montana, 2011, 384; 3457433
Abstract (Summary)

This study sought to determine the relationship between participation in informal mathematics activities and the formal-to-informal beliefs of university teacher candidates in elementary education. Three classes of preservice teachers participated in the study through their enrollment in a content mathematics course for elementary education majors. Four informal mathematics activities were employed as part of the course requirements. Pre and post formal-to-informal beliefs about mathematics and mathematics instruction were measured using a Likert-scale beliefs assessment instrument used by Collier (1972) and Seaman et al. (2005). Changes in beliefs about mathematics and mathematics instruction were compared to a control group. Student reflection upon personal experience derived from participation in the activities was analyzed for formal and informal belief statements.

Indexing (document details)
Advisor: Sriraman, Bharath
Commitee: Borgmann, Albert, Graham, Jon, Hirstein, James, Norman, Ke
School: University of Montana
Department: Mathematics
School Location: United States -- Montana
Source: DAI-A 72/08, Dissertation Abstracts International
Subjects: Mathematics education, Teacher education
Keywords: Beliefs, Elementary teacher education, Informal belief, Mathematics, Preservice teachers
Publication Number: 3457433
ISBN: 978-1-124-67923-5
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