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¶

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? Using the NCTM Standards as a lens to reflect on his methods-class and high-school experiences produced a perturbation or dissatisfaction in Ken's beliefs that stimulated change in his philosophy of mathematics. → 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 analysis of Ken's reflections after a reading assignment in the NCTM Standards, which the article says provided him a new lens to view his recent experiences and see viable approaches differing from his own.

"As documented in other research studies (e.g., Wilson, 1994; Zilliox 1990), the effect of perturbation or dissatisfaction with current beliefs became an important stimulus for change in Ken's philosophy of 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
• 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
• 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
• Reflective practice yields deeper understanding of teachers' own teaching style and greater classroom effectiveness — related