Open Access. Powered by Scholars. Published by Universities.®
Elementary Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Elementary Education and Teaching
“Don’T Call On Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety In A Problem-Based Classroom, Christina Koehne, Wenyen Huang, Nataly Chesky
“Don’T Call On Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety In A Problem-Based Classroom, Christina Koehne, Wenyen Huang, Nataly Chesky
Excelsior: Leadership in Teaching and Learning
This study aims to understand the ways in which problem-based teaching in a mathematics content course can alleviate pre-service elementary school teachers' mathematics anxiety. The significance of this work is to help increase the content and pedagogical knowledge of mathematics education, as outlined in STEM policies. Using a mixed method approach, the teachers-researchers explore what methods, procedures, and other perhaps unknown variables, helped pre-service elementary teachers decrease their mathematics anxiety during two mathematics content courses. The findings illuminate five major themes the authors discuss, which are illustrated by rich descriptions of students’ narratives and interviews. Given the importance of mathematics …
Community Asset Inquiry: A Model For Esol Teacher Praxis In Family And Community Engagement, Felice Atesoglu Russell, Amanda Richey
Community Asset Inquiry: A Model For Esol Teacher Praxis In Family And Community Engagement, Felice Atesoglu Russell, Amanda Richey
Excelsior: Leadership in Teaching and Learning
In this article, we present findings from our qualitative, self-study research on the development and implementation of two course assignments (community asset maps and oral histories) designed to support practicing teachers’ praxis in working with English learner (EL) students within the context of family and community engagement. Providing an example of how English to Speakers of Other Languages (ESOL) teacher praxis might be developed, findings are framed by our Community Asset Inquiry model. This model, grounded in equity literacy and transformative family and community engagement supports teachers’ development of praxis in support of an asset-based approach, deep knowledge of …