STEM Teaching Experiences: Impacting Elementary Teacher Candidates' Perceptions of Teaching Mathematics
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| Title: | STEM Teaching Experiences: Impacting Elementary Teacher Candidates' Perceptions of Teaching Mathematics |
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| Language: | English |
| Authors: | Burton, Megan (ORCID |
| Source: | Investigations in Mathematics Learning. 2022 14(1):14-27. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teacher Education, Elementary Education, STEM Education, Mathematics Instruction, Student Teacher Attitudes, Science Instruction, Preservice Teachers, Field Experience Programs, Instructional Effectiveness, Teacher Role, Student Role, Instructional Development |
| DOI: | 10.1080/19477503.2021.2023967 |
| ISSN: | 1947-7503 2472-7466 |
| Abstract: | This study explores 17 elementary teacher candidates' perceptions of teaching mathematics before, during, after participating in a Science, Technology, Engineering, and Mathematics (STEM) teaching and learning experience. Teacher candidates responded to their perceptions about teaching mathematics in STEM classrooms and elementary mathematics classrooms before and after experiences teaching in a summer STEM classroom. In addition, they completed weekly reflections about their teaching experiences and observations. Situational mapping analysis examined the data. Findings provide insight into how STEM teaching experiences can impact teacher candidates' perceptions of STEM and impact their perceptions of teaching mathematics in general. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1345955 |
| Database: | ERIC |
| Abstract: | This study explores 17 elementary teacher candidates' perceptions of teaching mathematics before, during, after participating in a Science, Technology, Engineering, and Mathematics (STEM) teaching and learning experience. Teacher candidates responded to their perceptions about teaching mathematics in STEM classrooms and elementary mathematics classrooms before and after experiences teaching in a summer STEM classroom. In addition, they completed weekly reflections about their teaching experiences and observations. Situational mapping analysis examined the data. Findings provide insight into how STEM teaching experiences can impact teacher candidates' perceptions of STEM and impact their perceptions of teaching mathematics in general. |
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| ISSN: | 1947-7503 2472-7466 |
| DOI: | 10.1080/19477503.2021.2023967 |
