THE INFLUENCE OF INITIAL TEACHER TRAINING IN FUTURE TEACHERS' PERCEPTIONS ABOUT MATHEMATICS TEACHING AND LEARNING

Year 2014, Volume: 1 , 381 - 385, 01.09.2014

İsabel Cláudia Nogueıra

Abstract

Assuming that teachers´
knowledge about mathematics teaching and their beliefs and conceptions about
mathematics and about mathematics teaching and learning are related (Ball,
1991; Thompson, 1997), that future teachers´ beliefs act as previous knowledge
in their formative experiences (Tardif, 2002) and that those beliefs are
dynamic, once its confrontation with others beliefs can modify them (Vila and
Callejo, 2006), we are developing a longitudinal study which intends to
determine the influence of undergraduate degree on Primary Education in
conceptions that students, future teachers, have about mathematics and about
mathematics teaching and learning processes.

In this paper, we present
preliminary data obtained in academic year 2012/2013 from two different groups
of students, future teachers, of the undergraduate degree on Primary Education
of Paula Frassinetti School of Education: a students´ group at the beginning of
its teacher training studies and a students´ group at the end of this study
cycle.

Keywords

Teachers training, primary education, mathematics

References

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