Thinking, reasoning and working mathematically: preservice teachers' values and aspirations

Smith, Kerry L., and Klein, Mary J. (2008) Thinking, reasoning and working mathematically: preservice teachers' values and aspirations. In: Proceedings of the 2008 Australian Teacher Education Association National Conference. pp. 328-337. From: Teacher Educators at Work: What works and where is the evidence?, 8-11 Jul 2008, Mudjimba, QLD, Australia.

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Contemporary curriculum documents emphasise the importance of thinking and reasoning processes in the construction of robust mathematical ideas. Teacher educators encourage preservice teachers to embrace teaching strategies that encourage students to think, reason and work mathematically. Despite new policy imperatives, research has found that many teachers are reluctant to adopt contemporary curriculum imperatives. Drawing on a purposive sample of pre-service teachers’ perspectives, this paper analyses the reasons some pre-service teachers positively value and aspire to embrace and implement curriculum changes, even though past experiences militate against new curriculum ideals. The data will inform teacher educators and researchers, policy makers, and teachers in planning for the future.

Item ID: 7750
Item Type: Conference Item (Research - E1)
ISBN: 978-0-9775685-1-2
Keywords: pre-service teachers; mathematics education
Date Deposited: 16 Jun 2010 00:48
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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