Developing Critical Reflection and Inquiry Among Teacher Candidates in an Elementary Mathematics Methods Course

Proceedings of the 2021 AERA Annual Meeting Pub Date : 1900-01-01 DOI:10.3102/1682056

Bilge Cerezci

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Abstract

This study explores how past and present experiences with mathematics interact as teacher candidates engage in a series of critical inquiry and reflection opportunities embedded in a mathematics methods course. The study involved 28 teacher candidates enrolled in an undergraduate education program within a large university. Data were collected through a series of written reflections and semi-structured interviews. The results reveal that the teacher candidates possess a wide variety of feelings towards mathematics, yet they are often influenced by how they were taught as students. Further, negative experiences with mathematics appear to be more prevalent than positive ones. Opportunities for critical inquiry and reflective thinking allowed the participants to develop new understandings about teaching and learning mathematics. Overall, the findings indicate that there are meaningful pedagogical opportunities for giving teacher candidates opportunities to revisit previous experience, construct new meaning, and challenge old assumptions about teaching and learning mathematics. 1 Cerezci and Chase: Developing Critical Reflection and Inquiry Published by Digital Commons@NLU, 2022

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在小学数学方法课程中培养教师候选人的批判性反思和探究

本研究探讨了当教师候选人在数学方法课程中参与一系列批判性探究和反思机会时，过去和现在的数学经验是如何相互作用的。这项研究涉及28名教师候选人，他们参加了一所大型大学的本科教育项目。通过一系列的书面反思和半结构化访谈收集数据。结果表明，教师候选人对数学有着各种各样的感受，但他们往往受到学生教育方式的影响。此外，消极的数学经历似乎比积极的更普遍。批判性探究和反思性思考的机会使参与者对教学和学习数学有了新的理解。总体而言，研究结果表明，有一些有意义的教学机会可以让教师候选人有机会重新审视以前的经验，构建新的意义，并挑战关于数学教学和学习的旧假设。1《塞雷兹奇与蔡斯:发展批判性反思与探究》，数字出版社Commons@NLU, 2022

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Proceedings of the 2021 AERA Annual Meeting

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