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UBC Theses and Dissertations
Conceptions of teaching mathematics: the ideas of six pre-service secondary mathematics teachers Lee, Rosalind Chui Mei
Abstract
"I am a math teacher." This simple statement evokes a plethora of images. Elucidating pre-service teachers' personal meanings for this statement adds to the knowledge base for teacher education. Knowing their own beliefs and ideas about teaching also provides teacher candidates a basis from which to consider alternative conceptions. In this investigation, six pre-service teachers of secondary- mathematics were interviewed about their ideas of teaching mathematics at the conclusion of their extended practicum. Al l had bachelor's degrees with a mathematics specialty; three had pursued graduate study in pure or applied mathematics. Results show all six teacher candidates had different conceptions of teaching mathematics. Some emphasized the content of mathematics; others emphasized mathematical processes. Some gave priority in their teaching perspective to student development and cognitive skills. Those who had studied graduate level mathematics expressed a desire to make math interesting and stimulating for students. Results support the constructivist ideas that conceptions are personally formed and past experiences are influential in shaping them.
Item Metadata
Title |
Conceptions of teaching mathematics: the ideas of six pre-service secondary mathematics teachers
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1996
|
Description |
"I am a math teacher." This simple statement evokes a plethora of
images. Elucidating pre-service teachers' personal meanings for this
statement adds to the knowledge base for teacher education. Knowing their
own beliefs and ideas about teaching also provides teacher candidates a
basis from which to consider alternative conceptions.
In this investigation, six pre-service teachers of secondary-
mathematics were interviewed about their ideas of teaching mathematics at
the conclusion of their extended practicum. Al l had bachelor's degrees
with a mathematics specialty; three had pursued graduate study in pure or
applied mathematics. Results show all six teacher candidates had
different conceptions of teaching mathematics. Some emphasized the
content of mathematics; others emphasized mathematical processes. Some
gave priority in their teaching perspective to student development and
cognitive skills. Those who had studied graduate level mathematics
expressed a desire to make math interesting and stimulating for students.
Results support the constructivist ideas that conceptions are personally
formed and past experiences are influential in shaping them.
|
Extent |
4207523 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-02-14
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0054656
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1996-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.