Improving self-confidence and abilities: A problem-based learning approach for beginning mathematics teachers

Martin Schmude; Penelope A Serow; Stephen Tobias

Improving self-confidence and abilities: A problem-based learning approach for beginning mathematics teachers

Martin Schmude
, Penelope A Serow
, Stephen Tobias

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This paper draws from a pilot study about a teacher education program that focused on building preservice primary teachers' confidence and abilities in teaching and learning mathematics. The cohort involved on-campus [n=82] and off-campus [n=420] participants. The qualitative study was based on developing three aspects of mathematics teacher education: (1) Content knowledge; (2) Pedagogical knowledge; and (3) Knowledge of the learner. A problem-based learning environment was created to build students' self-efficacy and to encourage the beginning teachers' willingness to engage in the unit content by providing authentic teaching contexts, and to develop a richer conceptual and procedural understanding of mathematics.

Original language	English
Title of host publication	Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference
Editors	Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton
Place of Publication	Adelaide, Australia
Publisher	Mathematics Education Research Group of Australasia (MERGA)
Pages	676-684
ISBN (Print)	9781875900695
Publication status	Published - 2011
Event	AAMT 23/MERGA 34: 23rd Biennial Conference of the Australian Association of Mathematics Teachers & 34th Annual Conference of the Mathematics Education Research Group of Australasia - Alice Springs, Australia Duration: 3 Jul 2011 → 7 Jul 2011

Conference

Conference	AAMT 23/MERGA 34: 23rd Biennial Conference of the Australian Association of Mathematics Teachers & 34th Annual Conference of the Mathematics Education Research Group of Australasia
City	Alice Springs, Australia
Period	3/07/11 → 7/07/11

Keywords

Mathematics and Numeracy Curriculum and Pedagogy
Teacher Education and Professional Development of Educators
Higher Education

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https://hdl.handle.net/1959.11/9926

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Schmude, M., Serow, P. A., & Tobias, S. (2011). Improving self-confidence and abilities: A problem-based learning approach for beginning mathematics teachers. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference (pp. 676-684). Mathematics Education Research Group of Australasia (MERGA). https://hdl.handle.net/1959.11/9926

Schmude, Martin ; Serow, Penelope A ; Tobias, Stephen. / Improving self-confidence and abilities : A problem-based learning approach for beginning mathematics teachers. Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference. editor / Julie Clark ; Barry Kissane ; Judith Mousley ; Toby Spencer ; Steve Thornton. Adelaide, Australia : Mathematics Education Research Group of Australasia (MERGA), 2011. pp. 676-684

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title = "Improving self-confidence and abilities: A problem-based learning approach for beginning mathematics teachers",

abstract = "This paper draws from a pilot study about a teacher education program that focused on building preservice primary teachers' confidence and abilities in teaching and learning mathematics. The cohort involved on-campus [n=82] and off-campus [n=420] participants. The qualitative study was based on developing three aspects of mathematics teacher education: (1) Content knowledge; (2) Pedagogical knowledge; and (3) Knowledge of the learner. A problem-based learning environment was created to build students' self-efficacy and to encourage the beginning teachers' willingness to engage in the unit content by providing authentic teaching contexts, and to develop a richer conceptual and procedural understanding of mathematics.",

keywords = "Mathematics and Numeracy Curriculum and Pedagogy, Teacher Education and Professional Development of Educators, Higher Education",

author = "Martin Schmude and Serow, \{Penelope A\} and Stephen Tobias",

year = "2011",

language = "English",

isbn = "9781875900695",

pages = "676--684",

editor = "Julie Clark and Barry Kissane and Judith Mousley and Toby Spencer and Steve Thornton",

booktitle = "Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference",

publisher = "Mathematics Education Research Group of Australasia (MERGA)",

note = "AAMT 23/MERGA 34: 23rd Biennial Conference of the Australian Association of Mathematics Teachers \& 34th Annual Conference of the Mathematics Education Research Group of Australasia ; Conference date: 03-07-2011 Through 07-07-2011",

}

Schmude, M, Serow, PA & Tobias, S 2011, Improving self-confidence and abilities: A problem-based learning approach for beginning mathematics teachers. in J Clark, B Kissane, J Mousley, T Spencer & S Thornton (eds), Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference. Mathematics Education Research Group of Australasia (MERGA), Adelaide, Australia, pp. 676-684, AAMT 23/MERGA 34: 23rd Biennial Conference of the Australian Association of Mathematics Teachers & 34th Annual Conference of the Mathematics Education Research Group of Australasia, Alice Springs, Australia, 3/07/11. <https://hdl.handle.net/1959.11/9926>

Improving self-confidence and abilities: A problem-based learning approach for beginning mathematics teachers. / Schmude, Martin; Serow, Penelope A; Tobias, Stephen.
Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference. ed. / Julie Clark; Barry Kissane; Judith Mousley; Toby Spencer; Steve Thornton. Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA), 2011. p. 676-684.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

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AU - Serow, Penelope A

AU - Tobias, Stephen

PY - 2011

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N2 - This paper draws from a pilot study about a teacher education program that focused on building preservice primary teachers' confidence and abilities in teaching and learning mathematics. The cohort involved on-campus [n=82] and off-campus [n=420] participants. The qualitative study was based on developing three aspects of mathematics teacher education: (1) Content knowledge; (2) Pedagogical knowledge; and (3) Knowledge of the learner. A problem-based learning environment was created to build students' self-efficacy and to encourage the beginning teachers' willingness to engage in the unit content by providing authentic teaching contexts, and to develop a richer conceptual and procedural understanding of mathematics.

AB - This paper draws from a pilot study about a teacher education program that focused on building preservice primary teachers' confidence and abilities in teaching and learning mathematics. The cohort involved on-campus [n=82] and off-campus [n=420] participants. The qualitative study was based on developing three aspects of mathematics teacher education: (1) Content knowledge; (2) Pedagogical knowledge; and (3) Knowledge of the learner. A problem-based learning environment was created to build students' self-efficacy and to encourage the beginning teachers' willingness to engage in the unit content by providing authentic teaching contexts, and to develop a richer conceptual and procedural understanding of mathematics.

KW - Mathematics and Numeracy Curriculum and Pedagogy

KW - Teacher Education and Professional Development of Educators

KW - Higher Education

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M3 - Conference contribution

SN - 9781875900695

SP - 676

EP - 684

BT - Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference

A2 - Clark, Julie

A2 - Kissane, Barry

A2 - Mousley, Judith

A2 - Spencer, Toby

A2 - Thornton, Steve

PB - Mathematics Education Research Group of Australasia (MERGA)

CY - Adelaide, Australia

Y2 - 3 July 2011 through 7 July 2011

ER -

Schmude M, Serow PA, Tobias S. Improving self-confidence and abilities: A problem-based learning approach for beginning mathematics teachers. In Clark J, Kissane B, Mousley J, Spencer T, Thornton S, editors, Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference. Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA). 2011. p. 676-684

Improving self-confidence and abilities: A problem-based learning approach for beginning mathematics teachers

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