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Reflective Thinking Among Preservice Elementary Mathematics Teachers

Denise S. Mewborn 

May 1999, Volume 30, Issue 3, Page 316

Abstract:
Four preservice elementary teachers were studied during a field-based mathematics methods course. The purpose of the study was to investigate the elements of mathematics teaching and learning the preservice teachers found problematic and how they resolved those problems. Data were collected in the form of individual interviews, group discussions, and individual journals. The preservice teachers exhibited concerns about the classroom context, pedagogy of mathematics, children's mathematical thinking, and, to a lesser extent, the mathematics content. The data indicate a relationship between the preservice teachers' locus of authority and the reflective quality of their thinking.

Keywords:
Action Research
Pre-K-2
Article
Conceptual Development
Curriculum
Numbers and Operations
Teacher
Problem Solving / Problem Posing
Professional Development / Teacher Education
Theory