Document Type
Article
Publication Date
7-1-2024
Department
Education
Keywords
teacher beliefs, pre-service teacher education, methods courses, mathematics education, elementary teacher education
Abstract
A mediated field experience (MFE) mathematics methods course increased both pre-service elementary teachers’ (PSTs) self-efficacy for teaching mathematics and mathematical dispositions. The semester-long MFE with significant, structured teaching experiences was conducted onsite at an elementary school. Quantitative, pre- and post-surveys of mathematics teaching efficacy revealed statistically significant increases over the semester. A qualitative analysis of PSTs as sophomores and seniors further explored and supported this increase in PSTs’ self efficacy for teaching mathematics. Qualitative data also revealed interesting changes in mathematical dispositions and a shift in PSTs from a self-as-student perspective to a self-as-teacher focus.
Source Publication Title
International Electronic Journal of Mathematics Education
Publisher
Modestum
Volume
19
Issue
3
DOI
10.29333/iejme/14729
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Zonnefeld, V. L., & Helming, L. M. (2024). The Effects of a Mediated Field Experience Methods Course on Pre-Service Elementary Mathematics Teachers' Beliefs. International Electronic Journal of Mathematics Education, 19 (3) https://doi.org/10.29333/iejme/14729
Comments
Copyright © Modestum 2024