The Impact of Full Time Student Teaching on Preservice Teachers’ Conceptions of Mathematics Teaching and Learning

Lovemore Nyaumwe

Abstract


This study investigated the changes in conceptions on mathematics teaching and
learning of preservice BScEd teachers after 12 weeks of full time teaching practice.
Written answers to open ended questions administered at the beginning and end of
student teaching were triangulated with interviews. The preservice teachers
exhibited more differences in conceptions on teaching than on learning
mathematics. Students' age, class level, the nature of mathematical content and the
need to match students' discursive skills with their achievement in written work
influenced the preservice teachers' pedagogical and epistemological beliefs. The
paper postulates some possible factors that influenced preservice teachers’
conceptions on mathematics instruction.

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