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Title of the item:

Mathematics Education Values Portrayed by Elementary Student Teachers

Title :
Mathematics Education Values Portrayed by Elementary Student Teachers
Author(s) :
Haciomeroglu, Guney (ORCID 0000-0002-7562-9976)
Source :
Educational Policy Analysis and Strategic Research, v15 n2 p259-270 Jun 2020. 13 pp.
Availability :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1263436">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1263436
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: ; Web site: http://epasr.penpublishing.net/
Peer Reviewed :
Y
ISSN :
1949-4289
Descriptors :
Mathematics Education, Student Teacher Attitudes, Elementary School Teachers, State Universities, Gender Differences, Females, Teacher Education Programs, Foreign Countries, Values, Scores, Questionnaires
Abstractor :
As Provided
Number of References :
-1
Language :
English
Number of Pages :
13
Education Level :
Elementary Education; Higher Education; Postsecondary Education
Publication Type :
Journal Articles; Reports - Research
Journal Code :
JAN2021
Entry Date :
2020
Accession Number :
EJ1263436
Academic Journal
This study aims at investigating values in mathematics education portrayed by elementary student teachers. Data were gathered from 401 elementary student teachers at two public universities in Turkey. The results of the study showed that overall student teachers had positive mathematics education values. They recognized that the theoretical nature of mathematics apart from its relations to daily life would be meaningless. However, they held negative mathematics education values regarding conceptual learning of mathematics. They also recognized how important it was to emphasize the affective and cognitive outcomes in mathematics programs. The findings showed that no significant differences between student teachers' mathematics education values regarding gender and year spent in the program. However, significant differences were found in theory emphasis mathematics teaching favoring female student teachers.

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