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"I Just Wouldn't Want to Get as Deep into It": Preservice Teachers' Beliefs about the Role of Controversial Topics in Mathematics Education.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Simic-Muller, Ksenija Fernandes, Anthony Felton-Koestler, Mathew D. |
| Copyright Year | 2015 |
| Abstract | In this article, the authors report on the initial results of a mixed methods approach to study the beliefs that preservice teachers have about teaching real-world contexts, including those related to injustices, controversial issues, and children’s home and cultural backgrounds. Data collection included a survey with 92 preservice Pre-K–8 teachers, and follow-up interviews with nine survey participants. Analysis of the data suggests that preservice teachers were open to the idea of teaching mathematics through real-world contexts, but were ambivalent regarding the use of controversial issues, and often unable to provide concrete or non-trivial examples of what these different types of real-world contexts would look like in a mathematics classroom. Based on the survey and interview findings, the authors make recommendations for future research, and for the use of controversial issues in teacher education programs. |
| Starting Page | 53 |
| Ending Page | 86 |
| Page Count | 34 |
| File Format | PDF HTM / HTML |
| Volume Number | 8 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1086266.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
