"Exploring Factors that Influence Teaching Moves and Rationales in Preservice Elementary Mathematics Teachers"
Location
College of Education (COE)
Session Format
Poster Presentation
Co-Presenters and Faculty Mentors or Advisors
Dr. Montana Smithey, Faculty Advisor
Abstract
The goal of the research is to better understand the relationship between pre-service teachers questioning, decision making practices, and the factors that may influence them such as mathematics anxiety, beliefs about mathematics, content knowledge, and executive function. We anticipate collecting data from up to 50 pre-service teachers prior to enrollment in a mathematics methods course. Once recruited, they will participate in 3, two-hour sessions where they complete a variety of interviews, surveys, and assessments. There will be a variety of instruments used to collect data. Quantitative measures include a survey to evaluate general math anxiety, math teaching anxiety, and beliefs about teaching and learning. We also plan to use a program, ACE, to evaluate executive function of the participants. Math content knowledge will be evaluated through a quiz designed by the lead researchers. Qualitative measures include interviews with participants while they evaluate sample student work and then giving rationales for questions they are asking. This study is in early stages, therefore we have no conclusions. Our hope is to draw relations between factors mentioned above and use the findings to help those in the education program at Georgia Southern make instructional decisions.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Presentation Type and Release Option
Presentation (Open Access)
Recommended Citation
Akers, Lauren, ""Exploring Factors that Influence Teaching Moves and Rationales in Preservice Elementary Mathematics Teachers"" (2021). GS4 Georgia Southern Student Scholars Symposium. 72.
https://digitalcommons.georgiasouthern.edu/research_symposium/2021/2021/72
"Exploring Factors that Influence Teaching Moves and Rationales in Preservice Elementary Mathematics Teachers"
College of Education (COE)
The goal of the research is to better understand the relationship between pre-service teachers questioning, decision making practices, and the factors that may influence them such as mathematics anxiety, beliefs about mathematics, content knowledge, and executive function. We anticipate collecting data from up to 50 pre-service teachers prior to enrollment in a mathematics methods course. Once recruited, they will participate in 3, two-hour sessions where they complete a variety of interviews, surveys, and assessments. There will be a variety of instruments used to collect data. Quantitative measures include a survey to evaluate general math anxiety, math teaching anxiety, and beliefs about teaching and learning. We also plan to use a program, ACE, to evaluate executive function of the participants. Math content knowledge will be evaluated through a quiz designed by the lead researchers. Qualitative measures include interviews with participants while they evaluate sample student work and then giving rationales for questions they are asking. This study is in early stages, therefore we have no conclusions. Our hope is to draw relations between factors mentioned above and use the findings to help those in the education program at Georgia Southern make instructional decisions.
