Prospective Teachers' Perspectives on Mathematics Teaching and Learning: Lens for Interpreting Experiences in a Standards-Based Mathematics Course

• Published in: School science and mathematics Vol. 113; no. 8; pp. 369 - 379
• Main Author: Chamberlin, Michelle T.
• Format: Journal Article
• Language: English
• Published: Hoboken Blackwell Publishing Ltd 01.12.2013; Wiley-Blackwell
• Subjects: Academic Standards; Elementary School Mathematics; Elementary school students; Elementary School Teachers; Learning; Mathematical analysis; Mathematics; Mathematics education; Mathematics Instruction; Preferences; Preservice Teachers; Qualitative analysis; Qualitative Research; Reflection; Student Attitudes; Students; Teacher attitudes; Teachers; Teaching; Teaching Methods
• ISSN: 0036-6803; 1949-8594
• DOI: 10.1111/ssm.12042

In a mathematics course for prospective elementary teachers, we strove to model standards‐based pedagogy. However, an end‐of‐class reflection revealed the prospective teachers were considering incorporating standards‐based strategies in their future classrooms in ways different from our intent. Thus, we drew upon the framework presented by Simon, Tzur, Heinz, Kinzel, and Smith to examine the prospective teachers' perspectives on mathematics teaching and learning and to address two research questions. What perspectives on the learning and teaching of mathematics do prospective elementary teachers hold? How do their perspectives impact their perception of standards‐based instruction in a mathematics course and their future teaching plans? Qualitative analyses of reflections from 106 prospective teachers revealed that they viewed mathematics as a logical domain representative of an objective reality. Their instructional preferences included providing firsthand opportunities for elementary students to perceive mathematics. They did not take into account the impact of a student's conceptions upon what is learned. Thus, the prospective teachers plan to incorporate standards‐based strategies to provide active experiences for their future elementary students, but they fail to base such strategies upon students' current mathematical conceptions. Throughout, the need to address prospective teachers' underlying perspectives of mathematics teaching and learning is stressed.