A preservice secondary mathematics teacher's philosophy evolved subtly over a year, appending a 'deeper understanding' view to his original absolutist theory of mathematics¶
Claim · All claims
Evidence · 1 study · qualitativer3·q1
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1998: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Over one year of preservice teacher education, Ken's philosophy of mathematics evolved subtly, adding problem solving, reasoning, and meaning to his original absolutist view rather than replacing it. → 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
In-depth single case study within the RADIATE longitudinal study, drawing on field notes, eight guided interviews, 16 informal interviews, and 25 journal entries. The analysis found Ken's evolved view of a "deeper understanding" was an addition to, not a replacement of, his absolutist philosophy.
"Ken entered his winter quarter of student teaching with a view of a "deeper understanding" in mathematics that focused on problem solving, reasoning, and meaning to append to his original "Theory 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
- 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
- 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
- Reflective practice yields deeper understanding of teachers' own teaching style and greater classroom effectiveness — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
preservice-philosophy-evolved-by-appending-deeper-understanding |
title |
A preservice secondary mathematics teacher's philosophy evolved subtly over a year, appending a 'deeper understanding' view to his original absolutist theory of mathematics |
description |
A preservice secondary mathematics teacher's philosophy evolved subtly over a year, appending a 'deeper understanding' view to his original absolutist theory of mathematics |
status |
review |
evidence_strength |
weak |
newest_evidence |
1995 |
recheck_by |
1998 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eggleton-1995 |
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