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.
|Commitee:||Borgmann, Albert, Graham, Jon, Hirstein, James, Norman, Ke|
|School:||University of Montana|
|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|
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