Impact of a content and methods course sequence on

Authors: AnnaMarie Conner Kelly W Edenfield Brian W Gleason Filyet Asli Ersoz

Publish Date: 2011/05/11

Volume: 14, Issue: 6, Pages: 483-504

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Abstract

In this article we report on a study of beliefs about mathematics teaching and proof conducted with six prospective secondary mathematics teachers as they completed a twosemester sequence of a content course and a methods course The initial beliefs of the participants were identified using interview and survey data and potential shifts in beliefs were examined through further interview and survey data combined with classroom observations and written work While their beliefs about mathematics and proof appeared to be relatively stable their beliefs about teaching shifted from a more teachercentered view to beliefs that foreground the activities and understandings of the students These shifts are analyzed using the construct of belief structures and activities and events from the courses that may have facilitated the shifts are identified The results are consistent with the literature in some respects such as the stability of the participants’ beliefs about mathematics On the other hand our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching may be impactedThis research was funded in part by a Faculty Research Grant “Prospective Teachers’ Changing Views of Mathematics and Teaching in Mathematics Education Courses” from the University of Georgia Research Foundation Inc Any opinions findings and conclusions or recommendations expressed in this document are those of the authors and do not necessarily reflect the views of the University of Georgia Research Foundation

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