Do pre-service teachers' beliefs and classroom practices towards mathematics change when they begin teaching?
Abstract
The purpose of this research was to follow up on university education majors once they leave UTEP and are expected to implement certain methods of teaching mathematics in their own classrooms. Two former education majors were the focus of this study. Data gathered from three sets of interviews with these teachers---one conducted right after university coursework, another after these teachers had one semester of teaching experience, and the final interview conducted at the end of the first year of teaching---were analyzed to determine if changes in these teachers' beliefs about teaching mathematics or in their classroom practices took place from the time they finished at UTEP to the end of their first year of teaching. Results show that some differences do occur in these teachers' beliefs and classroom practices, yet some remain constant. Also, results are not consistent between the two teachers who took part in this study.
Subject Area
Mathematics education|Teacher education
Recommended Citation
Ramos, Melinda Jo, "Do pre-service teachers' beliefs and classroom practices towards mathematics change when they begin teaching?" (2006). ETD Collection for University of Texas, El Paso. AAI1435317.
https://scholarworks.utep.edu/dissertations/AAI1435317