Australian Journal of Teacher Education
Article Title
Abstract
Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one’s past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics education course. As part of their second attempt at this course for a Bachelor of Teaching (primary) degree the pre-service teachers engaged in a mathematical investigation. Data suggests that undertaking an open-ended mathematical investigation facilitated positive shifts with regard to the pre-service teachers’ knowledge of, and beliefs and attitudes towards, mathematics. Participation in such investigations appears to have potential for supporting pre-service teachers who have initially experienced difficulties in their journey to becoming effective mathematics educators
Recommended Citation
Bailey, Judy
(2014)
"Mathematical Investigations for Supporting Pre-service Primary Teachers Repeating a Mathematics Education Course,"
Australian Journal of Teacher Education: Vol. 39
:
Iss.
2
, Article 7.
DOI: https://doi.org/10.14221/ajte.2014v39n2.8
Available at:
https://ro.ecu.edu.au/ajte/vol39/iss2/7