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Collaboration Among Mathematicians And Mathematics Educators: Working Together To Educate Preservice Teachers, Amanda R. Mohn
Collaboration Among Mathematicians And Mathematics Educators: Working Together To Educate Preservice Teachers, Amanda R. Mohn
USF Tampa Graduate Theses and Dissertations
Collaboration among higher education professors who are responsible for the education of preservice teachers is one potential solution to the problem of poor teacher preparation. Specifically, collaboration among mathematics educators and mathematicians can enhance preservice teacher preparation because it provides opportunities for preservice teachers to develop pedagogical content knowledge. However, collaborative efforts are challenging, and collaborators often face obstacles and tensions arise among the collaborative group members. Learning about ways the collaborators approach their collaborative efforts, the issues and tensions that arise, the hindering and supporting factors that affect the collaboration, and the potential outcomes of collaborative efforts provides information …
Addressing Pre-Service Teachers' Misconceptions About Confidence Intervals, Kiya Lynn Eliason
Addressing Pre-Service Teachers' Misconceptions About Confidence Intervals, Kiya Lynn Eliason
Theses and Dissertations
Increased attention to statistical concepts has been a prevalent trend in revised mathematics curricula across grade levels. However, the preparation of secondary school mathematics educators has not received similar attention, and learning opportunities provided to these educators is oftentimes insufficient for teaching statistics well. The purpose of this study is to analyze pre-service teachers' conceptions about confidence intervals. This research inquired about statistical reasoning from the perspective of students majoring in mathematics education enrolled in an undergraduate statistics education course who have previously completed an introductory course in statistics. We found common misconceptions among pre-service teachers participating in this study. …
Preservice Teachers’ Creation Of And Beliefs About Culturally Responsive And Critical Mathematics Tasks, And Their Beliefs About The Students For Whom Their Tasks Were Intended, Tisa Trask
Theses and Dissertations
In this study, case study methodology was used to explore secondary mathematics preservice teachers (PSTs) attempts to construct tasks for lower income, predominantly African American students at a cultural immersion site who PSTs encountered frequently and interviewed. PST beliefs about their tasks and their students were also investigated. The first research aim of this study was to investigate PSTs’ attempts to create culturally responsive mathematics tasks for themselves and for the students. PSTs incorporated students’ personal and cultural details in tasks for the students. However, they had greater difficulty integrating cultural backdrops into the primary mathematics activities of tasks they …