THE INFLUENCE OF INITIAL TEACHER TRAINING IN FUTURE TEACHERS' PERCEPTIONS ABOUT MATHEMATICS TEACHING AND LEARNING

10 2

Authors

  • İsabel Cláudia NOGUEIRA

Keywords:

Teachers training, primary education, mathematics

Abstract

Assuming that teachers´ knowledge about mathematics teaching and their beliefs and conceptions about mathematics and about mathematics teaching and learning are related (Ball, 1991; Thompson, 1997), that future teachers´ beliefs act as previous knowledge in their formative experiences (Tardif, 2002) and that those beliefs are dynamic, once its confrontation with others beliefs can modify them (Vila and Callejo, 2006), we are developing a longitudinal study which intends to determine the influence of undergraduate degree on Primary Education in conceptions that students, future teachers, have about mathematics and about mathematics teaching and learning processes. In this paper, we present preliminary data obtained in academic year 2012/2013 from two different groups of students, future teachers, of the undergraduate degree on Primary Education of Paula Frassinetti School of Education: a students´ group at the beginning of its teacher training studies and a students´ group at the end of this study cycle.
Cover

Downloads

Published

2014-09-01

How to Cite

NOGUEIRA, İsabel C. (2014). THE INFLUENCE OF INITIAL TEACHER TRAINING IN FUTURE TEACHERS’ PERCEPTIONS ABOUT MATHEMATICS TEACHING AND LEARNING. The Eurasia Proceedings of Educational and Social Sciences, 1, 381–385. Retrieved from https://epess.net/index.php/epess/article/view/64

Issue

Vol. 1 (2014)

Section

Articles

License

Copyright (c) 2014 The Eurasia Proceedings of Educational and Social Sciences

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The articles may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. All authors are requested to disclose any actual or potential conflict of interest including any financial, personal or other relationships with other people or organizations regarding the submitted work.