Peer reviewed
Download full textERIC Number: ED599823
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
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What and How Mathematics Should Be Taught: Views of Secondary Mathematics Teacher Candidates with STEM Backgrounds
Hallman-Thrasher, Allyson; Connor, Jeff
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014)
This qualitative study examines what mathematics teacher candidates with STEM backgrounds think about their future work as mathematics teachers. The content preparation for a STEM career is not identical with that taken by traditional teacher candidates and may not develop the pedagogical content knowledge necessary for candidates to connect their experience with the grade 7-12 classroom. Candidates were found to emphasize applied mathematics in both what, and how, with little attention given to mathematical proof. Given their interest applications of mathematics, they, surprisingly, struggled to articulate how to meaningfully integrate science and mathematics. [For the complete proceedings, see ED597799.]
Descriptors: Mathematics Teachers, Secondary School Teachers, Preservice Teachers, STEM Education, Student Attitudes, Pedagogical Content Knowledge, Teaching Methods, Mathematics Instruction, Course Content, Problem Solving, Validity, Mathematical Logic, Prior Learning, Experience
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education; Higher Education; Postsecondary Education
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Language: English
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