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ERIC Number: EJ1407290
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1944-0413
EISSN: N/A
What Pre-Service Teachers Want "Math" to Know: Examining Self-Identified Relationships and Critical Experiences With Mathematics
Claudia M. Bertolone-Smith; Alison Puliatte; Samantha Sommers; Michelle Unigarro; Danielle Vantassell
Excelsior: Leadership in Teaching and Learning, v15 n2 p193-213 2023
This study examines the self-reported critical experiences that undergraduate pre-service teachers (PSTs) choose to share when writing a letter directly to "Math" and creating a self-portrait of a math learning experience. The letters sought to initiate a personification of math and the self-portraits to further explore math learning experiences of the PSTs. The letters and portraits were examined to understand the types of math relationships and critical events PSTs reported and their impact on PST identity and agency as a future teacher. Portraits were analyzed by PST research partners. The relationship between the categories of critical events and mindset was explored.
New York Association of Colleges for Teacher Education. SUNY Cortland, Cornish Hall Room 1239, Cortland, NY 13045. Web site: https://surface.syr.edu/excelsior/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A