Conference Proceedings

ELEMENTARY PRESERVICE TEACHERS’ ACTIVE-LEARNING EXPERIENCES IN A MATHEMATICS CONTENT COURSE

  • Callahan K
  • Hillen A
  • Watanabe T
Edited by
  • Swars S
  • Stinson D
  • Lemons-Smith S
Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2009) 5 1308-1316
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Abstract

This study examined 96 elementary pre-service teachers’ active-learning experiences in the first of a sequence of three mathematics content courses intended to provide them with opportunities to experience as learners Standards-based mathematics teaching. Participants indicated that they had many opportunities to engage in active learning that they had not experienced in their previous mathematics content courses. Participants also described how active learning influenced their level of confidence in their ability to do and discuss mathematics.

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APA

Callahan, K. M., Hillen, A. F., & Watanabe, T. (2009). ELEMENTARY PRESERVICE TEACHERS’ ACTIVE-LEARNING EXPERIENCES IN A MATHEMATICS CONTENT COURSE. In S. Swars, D. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 1308–1316). Atlanta, GA.

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