A quantitative study of the effects of informal mathematics activities on the beliefs of preservice elementary school teachers

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Abstract

This study sought to determine the relationship between participation in informal mathematics activities and the formal-to-informal beliefs of university teacher candidates in elementary education. Three classes of preservice teachers participated in the study through their enrollment in a content mathematics course for elementary education majors. Four informal mathematics activities were employed as part of the course requirements. Before and after formal-to-informal beliefs about mathematics and mathematics instruction were measured using a Likertscale beliefs assessment instrument used by Collier (J Res Math Educ 3(3):155-163, 1972) and Seaman et al. (School Sci Math 105(4):197-210, 2005). Changes in beliefs about mathematics and mathematics instruction were compared to a control group. Student reflection upon personal experience derived from participation in the activities was analyzed for formal and informal belief statements.

Original languageEnglish
Pages (from-to)601-615
Number of pages15
JournalZDM - International Journal on Mathematics Education
Volume43
Issue number4
DOIs
StatePublished - Aug 2011

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