A preservice teacher's self-perceived confidence and success with traditional mathematics inhibited reinterpreting his understanding of mathematics¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Ken's self-perceived confidence with mathematics inhibited him from considering a reinterpretation of his understanding of mathematics, in contrast to Ball's anxious preservice teachers. → 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 · r2

Case-study interpretation contrasting Ken's response with Ball's (1990) elementary preservice teachers, who approached mathematics with anxiety. The article reports Ken's success with traditional mathematics made it difficult to consider an alternative approach.

"Ken's self-perceived confidence with mathematics, even calling himself a "math god," inhibited him from considering a reinterpretation of his understanding of mathematics, insisting rather on viewing the "deeper understanding" of mathematics as an addition to traditional mathematics."

Discussion¶

Related Claims¶

• Four contexts of mathematics teacher education described the experiences most influential to the preservice teacher's evolving philosophy of mathematics — related
• Functional fixedness — treating an object's or idea's function as fixed — blocks solutions that require reinterpreting it. — 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
• 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 secondary mathematics teacher's philosophy evolved subtly over a year, appending a 'deeper understanding' view to his original absolutist theory of mathematics — related
• Cognitive apprenticeship students became more anxious about mathematics but reported gains in self-confidence, rapport, and enjoyment — related