PRE-SERVICE ELEMENTARY TEACHERS’ CONCEPTIONS OF MATHEMATICS AND EXPERIENCES IN MATHEMATICS AND PEDAGOGY, AND

THE INFLUENCES OF AMATHEMATICS METHOD COURSE

Ok-Kyeong Kim

University of Missouri – Columbia

ok182@mizzou.edu

This study investigated three pre-service elementary teachers' conceptions of mathematics, their learning experiences in mathematics, and their conceptions of how to teach mathematics. More specifically, data address the influences of a mathematics methods course on two of the pre-service teachers’ views of mathematics and their ways of teaching children mathematics. The three pre-service teachers had their own conceptions of mathematics and teaching mathematics based on different experiences. Two pre-service teachers who were enrolling the mathematics methods course could see mathematics and how to teach mathematics in a different way and change their conceptions of mathematics and ways of teaching mathematics as well as their attitudes toward mathematics. In contrast, the other pre-service teacher did not have opportunities to think about mathematics and mathematics teaching in a different way from the way she learned mathematics. Consequently, her definition of mathematics was operational and she described teaching as procedure-oriented and traditional. Her way of teaching relied on what she experienced and saw when she was in mathematics classes.

Based on the data, this study extracted four aspects that influence pre-service teachers’ ways of teaching mathematics: 1) conception of mathematics, 2) disposition and attitudes toward mathematics, 3) experiences as a learner of mathematics and pedagogy, and 4) practical experiences such as field experience and student teaching. These aspects are intertwined and affect one another. Mathematics method courses are important in that they can positively influence each aspect, by providing pre-service teachers with new experiences in mathematics and mathematics teaching. Based on what pre-service teachers experienced previously, mathematics methods courses should provide opportunities necessary for the pre-service teachers. Mathematics methods courses should not only teach how to teach mathematics but also challenge pre-service teachers’ traditional views of mathematics (e.g., a set of rules and algorithms). In addition, method courses should encourage pre-service teachers to realize why they need an alternative way of teaching mathematics as opposed to traditional way that they were taught mathematics.