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 language | English |
|---|---|
| Pages (from-to) | 601-615 |
| Number of pages | 15 |
| Journal | ZDM - International Journal on Mathematics Education |
| Volume | 43 |
| Issue number | 4 |
| DOIs | |
| State | Published - Aug 2011 |