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¶
Claim · All claims
Evidence · 1 study · qualitativer2·q1
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person
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? Despite a conducive environment for change, Ken's philosophical evolution seemed insignificant to him; he said his student teaching would not have been very different without the mathematics education classes. → 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 interview finding reported in the conclusions. The article states the evolution in Ken's philosophy had been subtle and that Ken did not recognize that there were alternative philosophical views of mathematics from which he could choose.
"When asked in a later interview if his student teaching would have been different if he had not had the mathematics education classes he said that it would not have been very different."
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
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
subtle-philosophy-evolution-unrecognized-by-teacher |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
weak |
newest_evidence |
1995 |
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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