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Prescriptions Guiding Prospective Teachers in Teaching Mathematics.

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Title: Prescriptions Guiding Prospective Teachers in Teaching Mathematics.
Authors: Zembat, İsmail Özgür1 iozembat@mevlana.edu.tr, Aslan, Mustafa2 mustafaalper_aslan@hotmail.com
Source: Educational Sciences: Theory & Practice. Jun2016, Vol. 16 Issue 3, p735-769. 35p. 3 Charts.
Subject Terms: *Mathematics education, *Phenomenography, *Teaching, Mathematics methodology
Geographic Terms: Türkiye
Abstract: This study aims to investigate the nature of different mathematics teaching modes (prescriptions) that guide prospective teachers during their instruction. The participants were 24 junior prospective middle school mathematics teachers (19 females and 5 males) who were attending a mathematics methods course at a private university in central Turkey. Each participant was tasked with applying an innovative prescribed curriculum about equivalent fractions to a single elementary or middle school student; he/she is required to videotape the teaching session. We collected these teaching videos and analyzed them through a phenomenographic approach. Results suggest that the participants select and operate with certain teaching prescriptions while teaching. The mathematical knowledge of the teacher is not the only factor that affects his/her teaching; ingrained prescriptions influence and guide their teaching as well. All these teaching prescriptions are selected according to the teachers' strongly held beliefs about teaching and learning based on their prior schooling experiences and not on their experiences in their coursework. We also found that having prospective teachers operate with an innovative curriculum does not improve their teaching in the presence of these prescriptions. [ABSTRACT FROM AUTHOR]
Copyright of Educational Sciences: Theory & Practice is the property of EDAM- Education Consultancy Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Educational+Sciences%3A+Theory+%26+Practice%22">Educational Sciences: Theory & Practice</searchLink>. Jun2016, Vol. 16 Issue 3, p735-769. 35p. 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Phenomenography%22">Phenomenography</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+methodology%22">Mathematics methodology</searchLink>
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  Data: This study aims to investigate the nature of different mathematics teaching modes (prescriptions) that guide prospective teachers during their instruction. The participants were 24 junior prospective middle school mathematics teachers (19 females and 5 males) who were attending a mathematics methods course at a private university in central Turkey. Each participant was tasked with applying an innovative prescribed curriculum about equivalent fractions to a single elementary or middle school student; he/she is required to videotape the teaching session. We collected these teaching videos and analyzed them through a phenomenographic approach. Results suggest that the participants select and operate with certain teaching prescriptions while teaching. The mathematical knowledge of the teacher is not the only factor that affects his/her teaching; ingrained prescriptions influence and guide their teaching as well. All these teaching prescriptions are selected according to the teachers' strongly held beliefs about teaching and learning based on their prior schooling experiences and not on their experiences in their coursework. We also found that having prospective teachers operate with an innovative curriculum does not improve their teaching in the presence of these prescriptions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Sciences: Theory & Practice is the property of EDAM- Education Consultancy Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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