2015 Conference Archive (Archived)
Session Format
Presentation Session (20 minutes)
Copyright
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Location
Room 2908
Abstract for the conference program
Literature in mathematics has been found to foster positive dispositions about mathematics teaching and learning. With this caveat in mind, the following research question guided this work: How might the incorporation of literature through literature circles influence prospective secondary mathematics teachers’ pedagogical paradigms? The author used survey and reflection data to ascertain how literature influenced prospective secondary mathematics teachers’ ideas. Literature texts, students’ narratives, and survey data are shared to answer the research question, discuss implications, and offer recommendations for future work.
This research project was completed during spring 2014 and is designed for secondary STEM K–12 practitioners and university professors. The goal is to promote this literature intervention as a way to propel students to study and delve deeper into mathematical ideas. This project was supported by the UWise program, which is funded by the Board of Regents of the University System of Georgia STEM Initiative II.
Proposal Track
Research Project
Start Date
3-6-2015 11:15 AM
End Date
3-6-2015 11:35 AM
Recommended Citation
Jett, Christopher Charlie, "Using Mathematics Literature with Prospective Secondary Mathematics Teachers" (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 24.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/24
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Using Mathematics Literature with Prospective Secondary Mathematics Teachers
Room 2908
Literature in mathematics has been found to foster positive dispositions about mathematics teaching and learning. With this caveat in mind, the following research question guided this work: How might the incorporation of literature through literature circles influence prospective secondary mathematics teachers’ pedagogical paradigms? The author used survey and reflection data to ascertain how literature influenced prospective secondary mathematics teachers’ ideas. Literature texts, students’ narratives, and survey data are shared to answer the research question, discuss implications, and offer recommendations for future work.
This research project was completed during spring 2014 and is designed for secondary STEM K–12 practitioners and university professors. The goal is to promote this literature intervention as a way to propel students to study and delve deeper into mathematical ideas. This project was supported by the UWise program, which is funded by the Board of Regents of the University System of Georgia STEM Initiative II.
