This study investigates the impact of engaging teacher-education students in sustained design and knowledge building practices in mathematics teaching on their views of mathematics and mathematics teaching. Participants were nine teacher-education students who took a university course titled "Middle School Mathematics Teaching." Data primarily came from student discourse recorded in a Knowledge Forum database, peer evaluation and video analysis on student teaching practices, and an open-ended mathematics belief survey. Preliminary results suggest that teacher-education students became progressively more adaptive in their teaching practice. More importantly, their views of mathematics became more constructivist-oriented, and in the meantime, their views of mathematics teaching also became more student-centered.
Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences, Volume 1, 2010, Pages 121-128, 9th International Conference of the Learning Sciences, ICLS 2010; Chicago, IL; United States; 29 June 2010 到 2 July 2010; 代碼 97957