Four contexts of mathematics teacher education described the experiences most influential to the preservice teacher's evolving philosophy of mathematics¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q1
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Mathematical investigations, reflecting on experiences as a learner of mathematics, gaining experience assessing students' understandings, and translating beliefs into viable teaching strategies were the influential contexts in Ken's philosophical evolution. → Eggleton 1995

Evidence¶

Eggleton 1995¶

Eggleton, Patrick J. (1995). Evolution of a Mathematical Philosophy: The Story of One Secondary Mathematics Preservice Teacher. https://eric.ed.gov/?id=ED389592

q1 · i? · the article prints no effect size for this finding · qualitative · r3

Case-study analysis drawing on Cooney's (1994) five suggested contexts, of which four described Ken's influential experiences, including spring-quarter mathematical investigations and reflection on his experience as a learner of mathematics.

"experiences related to evolution in Ken's mathematical philosophy included (1) contexts of gaining experience in assessing students' understandings of mathematics, and (2) contexts that allowed him to translate his knowledge and beliefs about mathematics into viable teaching strategies."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — outcome: instruction changes it

Related Claims¶

• Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — the general claim this finding bears on, with the studies behind it
• A preservice secondary mathematics teacher's philosophy evolved subtly over a year, appending a 'deeper understanding' view to his original absolutist theory of mathematics — related
• Perturbation or dissatisfaction with current beliefs, stimulated by reflecting on experiences through the NCTM Standards, was an important stimulus for change in a preservice teacher's philosophy — related
• A preservice teacher's self-perceived confidence and success with traditional mathematics inhibited reinterpreting his understanding of mathematics — related
• The preservice teacher's philosophical evolution was so subtle that he did not recognize alternative philosophical views of mathematics or perceive his student teaching would have differed without the program — related
• Added interpretive support did not significantly affect the evolution of student teachers' educational beliefs — related