TY - JOUR TI - Impacting prospective teachers' beliefs about mathematics. AU - Shilling-Traina, Leah AU - Stylianides, Gabriel T2 - ZDM - Mathematics Education AB - This study investigated: (1) the changes in the beliefs about mathematics held by 25 prospective elementary teachers as they went through a university mathematics course that aimed, among other things, to promote a problem-solving view about mathematics; and (2) the possible factors that accounted for the observed changes. The course incorporated specific features that prior research suggested reflect successful mechanisms for belief change (e.g., cognitive conflict). The data included students' reflections, and responses to prompts and interview questions. Analysis of the data revealed the following major trends: (1) a movement towards a problem-solving view from the more traditional Platonist and instrumentalist views; and (2) no change in students' initial views. Activities creating cognitive conflict, as well as the implementation of instruction valuing group collaboration and explanations, appear to have played important roles in the process of belief change. The findings have implications for research on teacher beliefs and teacher education. [ABSTRACT FROM AUTHOR] DA - 2013/// PY - 2013 DO - https://doi.org/10.1007/s11858-012-0461-7 VL - 45 IS - 3 SP - 393 EP - 407 SN - 18639690 AN - rayyan-389099836 Y2 - 0005/01/01/ KW - Mathematics KW - Mathematics teachers KW - Mathematics education KW - Problem solving KW - Universities & colleges KW - Cognitive dissonance KW - Data analysis ER - TY - JOUR TI - Prospective Teachers' Perspectives on Mathematics Teaching and Learning: Lens for Interpreting Experiences in a Standards-Based Mathematics Course AU - Chamberlin, Michelle T. T2 - School Science and Mathematics AB - In a mathematics course for prospective elementary teachers, we strove to model standards-based pedagogy. However, an end-of-class reflection revealed the prospective teachers were considering incorporating standards-based strategies in their future classrooms in ways different from our intent. Thus, we drew upon the framework presented by Simon, Tzur, Heinz, Kinzel, and Smith to examine the prospective teachers' perspectives on mathematics teaching and learning and to address two research questions. What perspectives on the learning and teaching of mathematics do prospective elementary teachers hold? How do their perspectives impact their perception of standards-based instruction in a mathematics course and their future teaching plans? Qualitative analyses of reflections from 106 prospective teachers revealed that they viewed mathematics as a logical domain representative of an objective reality. Their instructional preferences included providing firsthand opportunities for elementary students to perceive mathematics. They did not take into account the impact of a student's conceptions upon what is learned. Thus, the prospective teachers plan to incorporate standards-based strategies to provide active experiences for their future elementary students, but they fail to base such strategies upon students' current mathematical conceptions. Throughout, the need to address prospective teachers' underlying perspectives of mathematics teaching and learning is stressed. DA - 2013/// PY - 2013 DO - https://doi.org/10.1111/ssm.12042 VL - 113 IS - 8 SP - 369 EP - 379 SN - 0036-6803 AN - rayyan-389099990 Y2 - 0012/01/01/ KW - Learning KW - Mathematics KW - Elementary School Mathematics KW - Elementary School Teachers KW - Mathematics Instruction KW - Preservice Teachers KW - Teaching Methods KW - Qualitative Research KW - Student Attitudes KW - Academic Standards KW - Preferences KW - Reflection ER - TY - JOUR TI - In-Service Mathematics Teachers' Beliefs about Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices AU - Aljaberi, Nahil M. AU - Gheith, Eman T2 - Journal of Education and Learning DA - 2018/01// PY - 2018 DO - 10.5539/jel.v7n5p156 VL - 7 IS - 5 SP - 156 EP - 173 SN - 1927-5250 KW - Mathematics KW - Beliefs KW - Foreign Countries KW - Correlation KW - Elementary School Teachers KW - Mathematics Instruction KW - Mathematics Teachers KW - Teacher Attitudes KW - Teaching Methods KW - Constructivism (Learning) KW - Inservice Teacher Education KW - Jordan KW - Measures (Individuals) KW - Middle School Teachers ER - TY - JOUR TI - Not all elementary school teachers are scared of math AU - Artemenko, C. AU - Masson, N. AU - Georges, C. AU - Nuerk, H.-C. AU - Cipora, K. T2 - Journal of Numerical Cognition DA - 2021/// PY - 2021 DO - 10.5964/jnc.6063 VL - 7 IS - 3 SP - 275 EP - 294 ER - TY - JOUR TI - The pre-service teachers' mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students AU - Bekdemir, M. T2 - Educational Studies in Mathematics DA - 2010/// PY - 2010 DO - 10.1007/s10649-010-9260-7 VL - 75 IS - 3 SP - 311 EP - 328 KW - Mathematics KW - Anxiety ER - TY - JOUR TI - Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance AU - Blömeke, S. AU - Hoth, J. AU - Döhrmann, M. AU - Busse, A. AU - Kaiser, G. AU - König, J. T2 - International Journal of Science and Mathematics Education DA - 2015/// PY - 2015 DO - 10.1007/s10763-015-9619-4 VL - 13 IS - 2 SP - 287 EP - 308 ER - TY - JOUR TI - Examining relationships among elementary mathematics teachers' efficacy and their students' mathematics self-efficacy and achievement AU - Chang, Y.-L. T2 - Eurasia Journal of Mathematics, Science and Technology Education DA - 2015/// PY - 2015 DO - 10.12973/eurasia.2015.1387a VL - 11 IS - 6 SP - 1307 EP - 1320 KW - Mathematics ER - TY - JOUR TI - An Exploration of Primary School Teachers' Maths Anxiety Using Interpretative Phenomenological Analysis AU - Dove, Jane AU - Montague, Jane AU - Hunt, Thomas E. T2 - International Online Journal of Primary Education DA - 2021/01// PY - 2021 VL - 10 IS - 1 SP - 32 EP - 49 SN - 1300-915X UR - Retrieved from https://dergipark.org.tr/en/pub/iojpe/issue/69625/1110228 KW - Anxiety KW - Phenomenology KW - Foreign Countries KW - Elementary School Teachers KW - Mathematics Teachers KW - Self Efficacy KW - Teacher Attitudes KW - Mathematics Anxiety KW - Parents as Teachers KW - Peer Relationship KW - Teaching Experience KW - United Kingdom ER - TY - JOUR TI - An Investigation of Elementary Preservice Teachers' Self-Efficacy for Teaching Mathematics AU - Giles, Rebecca McMahon AU - Byrd, Kelly O. AU - Bendolph, Angelia T2 - Cogent Education DA - 2016/01// PY - 2016 DO - 10.1080/2331186X.2016.1160523 VL - 3 IS - 1 SN - 2331-186X KW - Mathematics KW - Questionnaires KW - Elementary School Teachers KW - Likert Scales KW - Mathematics Instruction KW - Preservice Teachers KW - Self Efficacy KW - Statistical Analysis KW - Surveys KW - Teacher Effectiveness KW - Knowledge Level KW - Teacher Competencies ER - TY - JOUR TI - Pre-service elementary teachers' achievement goals and their relationship to math anxiety. AU - Gonzalez-DeHass, Alyssa R. AU - Furner, Joseph M. AU - Vásquez-Colina, María D. AU - Morris, John D. T2 - Learning & Individual Differences DA - 2017/12// PY - 2017 DO - 10.1016/j.lindif.2017.10.002 VL - 60 SP - 40 EP - 45 SN - 10416080 KW - Pre-service teachers KW - Anxiety KW - Math anxiety KW - Self-efficacy KW - Motivation KW - STUDENT teachers KW - TEACHER education KW - MATH anxiety KW - ACADEMIC achievement KW - Achievement goals KW - AVOIDANCE (Psychology) ER - TY - JOUR TI - Pre-Service Primary Teachers' Mathematics Teaching Efficacy on Entry to Initial Teacher Education. AU - Hourigan, Mairéad AU - Leavy, Aisling M. T2 - European Journal of Mathematics & Science Education DA - 2022/06// PY - 2022 DO - 10.12973/ejmse.3.1.17 VL - 3 IS - 1 SP - 17 EP - 33 KW - Mathematics KW - Mathematics teaching efficacy KW - pre-service teachers KW - MATHEMATICS KW - Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) KW - mathematics teaching outcome expectancy KW - personal mathematics teaching efficacy KW - QUALITATIVE research KW - STUDENT teachers KW - TEACHERS KW - TEACHING ER - TY - JOUR TI - The influence of elementary preservice teachers' mathematical experiences on their attitudes towards teaching and learning mathematics AU - Jong, C. AU - Hodges, T.E. T2 - International Electronic Journal of Mathematics Education DA - 2013/// PY - 2013 DO - https://doi.org/10.29333/iejme/276 VL - 8 IS - 2 SP - 100 EP - 122 KW - Mathematics ER - TY - JOUR TI - Assessing attitudes toward mathematics across teacher education contexts. AU - Jong, Cindy AU - Hodges, Thomas T2 - Journal of Mathematics Teacher Education DA - 2015/10// PY - 2015 DO - 10.1007/s10857-015-9319-6 VL - 18 IS - 5 SP - 407 EP - 425 SN - 13864416 KW - Mathematics KW - Teacher education KW - Student teachers KW - Mathematics education (Elementary) KW - Survey research KW - Rasch models KW - Teacher evaluation KW - Mathematics attitudes KW - Parametric modeling KW - Pre-service elementary teachers ER - TY - JOUR TI - Prospective primary teachers’ efficacy to teach mathematics: measuring efficacy beliefs and identifying the factors that influence them. AU - Leavy, Aisling AU - Bjerke, Annette Hessen AU - Hourigan, Mairéad T2 - Educational Studies in Mathematics DA - 2023/// PY - 2023 DO - 10.1007/s10649-022-10181-1 VL - 112 IS - 3 SP - 437 EP - 460 SN - 00131954 KW - Mathematics KW - Mathematics teaching efficacy KW - Mastery KW - Prospective primary teacher KW - Rasch analysis KW - Self-efficacy beliefs KW - Teacher efficacy beliefs ER - TY - JOUR TI - Using a drawing method to investigate pre-service teachers' beliefs, knowledge and emotions about mathematics teaching and learning. AU - Lin, Yung-Chi T2 - Asia-Pacific Journal of Teacher Education DA - 2022/11// PY - 2022 DO - 10.1080/1359866X.2021.1880546 VL - 50 IS - 5 SP - 474 EP - 497 SN - 1359866X KW - Mathematics KW - Beliefs KW - pre-service teachers KW - mathematics KW - drawing KW - knowledge ER - TY - JOUR TI - Pre-Service Teachers’ Prior Learning Experiences of Mathematics and the Influences on Their Beliefs about Mathematics Teaching. AU - Lo, Wing Yee T2 - International Journal of Instruction DA - 2021/01// PY - 2021 DO - 10.29333/iji.2021.14148a VL - 14 IS - 1 SP - 795 EP - 812 SN - 1694609X KW - Mathematics KW - Mathematics teachers KW - Student teachers KW - teacher education KW - pre-service teachers KW - Prior learning KW - Teacher training KW - Hong Kong (China) KW - mathematical beliefs KW - primary mathematics KW - prior learning experiences KW - School children ER - TY - JOUR TI - Enjoyment of teaching mathematics among pre-service teachers AU - Marbán, J.M. AU - Palacios, A. AU - Maroto, A. T2 - Mathematics Education Research Journal DA - 2021/// PY - 2021 DO - 10.1007/s13394-020-00341-y VL - 33 IS - 3 SP - 613 EP - 629 KW - Mathematics ER - TY - JOUR TI - Investigation of Teachers' Mathematics Teaching Self-Efficacy AU - Nurlu, Özge T2 - International Electronic Journal of Elementary Education DA - 2015/01// PY - 2015 VL - 8 IS - 1 SP - 21 EP - 40 SN - 1307-9298 KW - Mathematics KW - Beliefs KW - Turkey KW - Questionnaires KW - Foreign Countries KW - Elementary School Teachers KW - Mathematics Instruction KW - Mathematics Teachers KW - Self Efficacy KW - Statistical Analysis KW - Teacher Attitudes KW - Mathematics Achievement KW - Parent Influence KW - Public Schools KW - Qualitative Research KW - Semi Structured Interviews KW - Student Characteristics KW - Surveys KW - Teacher Characteristics KW - Teacher Effectiveness KW - Teacher Influence KW - Teacher Role ER - TY - JOUR TI - Happiness in Mathematics Education: The Experiences of Preservice Elementary Teachers. AU - Pair, Jeffrey AU - Dinh, Kent T2 - Journal of Humanistic Mathematics DA - 2022/01// PY - 2022 DO - 10.5642/jhummath.202201.07 VL - 12 IS - 1 SP - 98 EP - 117 SN - 21598118 KW - Mathematics KW - preservice teachers KW - affect KW - MATHEMATICS KW - STUDENT teachers KW - MATHEMATICS education KW - CAPSTONE courses KW - happiness KW - HAPPINESS KW - mathematics content courses KW - THEMATIC analysis ER - TY - JOUR TI - Motivation and Attitude of Preservice Elementary Teachers toward Mathematics. AU - Perry, Christine A. T2 - School Science & Mathematics DA - 2011/01// PY - 2011 DO - 10.1111/j.1949-8594.2010.00054.x VL - 111 IS - 1 SP - 2 EP - 10 SN - 00366803 KW - Mathematics KW - Motivation KW - STUDENT teachers KW - TEACHERS KW - MATHEMATICS education KW - CLASSROOM environment KW - UNIVERSITIES & colleges ER - TY - JOUR TI - The Association between Teachers' Beliefs, Enacted Practices, and Student Learning in Mathematics AU - Polly, Drew AU - McGee, Jennifer R. AU - Wang, Chuang AU - Lambert, Richard G. AU - Pugalee, David K. AU - Johnson, Sarah T2 - Mathematics Educator DA - 2013/01// PY - 2013 VL - 22 IS - 2 SP - 11 EP - 30 SN - 1062-9017 KW - Mathematics KW - Beliefs KW - Questionnaires KW - Correlation KW - Elementary School Mathematics KW - Elementary School Teachers KW - Mathematics Instruction KW - Mathematics Teachers KW - Pretests Posttests KW - Teacher Attitudes KW - Teaching Methods KW - Mathematics Achievement KW - Knowledge Base for Teaching KW - Instructional Program Divisions KW - Achievement Gains KW - Elementary School Students KW - Hierarchical Linear Modeling KW - United States (Southeast) ER - TY - JOUR TI - Examining Pre-Service Elementary School Teacher Beliefs and Instructional Practices in Mathematics Class AU - Purnomo, Yoppy Wahyu AU - Suryadi, Didi AU - Darwis, Sutawanir T2 - International Electronic Journal of Elementary Education DA - 2016/06// PY - 2016 VL - 8 IS - 4 SP - 629 EP - 642 SN - 1307-9298 KW - Mathematics KW - Beliefs KW - Questionnaires KW - Foreign Countries KW - Correlation KW - Observation KW - Elementary School Teachers KW - Mathematics Instruction KW - Preservice Teachers KW - Teaching Methods KW - Interviews KW - Case Studies KW - Student Attitudes KW - Indonesia (Jakarta) KW - Theory Practice Relationship KW - Video Technology ER - TY - JOUR TI - Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers. AU - Russo, James AU - Bobis, Janette AU - Sullivan, Peter AU - Downton, Ann AU - Livy, Sharyn AU - McCormick, Melody AU - Hughes, Sally T2 - Teaching & Teacher Education DA - 2020/02// PY - 2020 DO - 10.1016/j.tate.2019.102983 VL - 88 SP - N.PAG SN - 0742051X KW - Mathematics KW - Mathematics teachers KW - Mathematics education KW - Teacher attitudes KW - Teacher-student relationships KW - Mathematics teaching KW - Student struggle KW - Regression analysis KW - Instructional time KW - Primary teachers KW - Teacher enjoyment ER - TY - JOUR TI - Elementary school teachers' math anxiety and students' math learning: A large-scale replication. AU - Schaeffer, Marjorie W AU - Rozek, Christopher S AU - Maloney, Erin A AU - Berkowitz, Talia AU - Levine, Susan C AU - Beilock, Sian L T2 - Developmental science DA - 2021/07// PY - 2021 DO - 10.1111/desc.13080 VL - 24 IS - 4 SP - e13080 SN - 1467-7687 KW - Mathematics KW - Anxiety KW - Schools KW - Child KW - Female KW - Humans KW - Male KW - academic achievement* KW - elementary school* KW - math anxiety* KW - math learning* KW - School Teachers* KW - Students* KW - teachers* ER - TY - JOUR TI - Building the wall brick by brick: one prospective teacher’s experiences with mathematics anxiety AU - Stoehr, K.J. T2 - Journal of Mathematics Teacher Education DA - 2017/// PY - 2017 DO - 10.1007/s10857-015-9322-y VL - 20 IS - 2 SP - 119 EP - 139 KW - Mathematics KW - Anxiety ER - TY - JOUR TI - INVESTIGATING RURAL PRE-SERVICE TEACHERS' MATHEMATICS ANXIETY USING THE REVISED MATHEMATICS ANXIETY SCALE (RMARS). AU - Wilson, Sue T2 - Australian & International Journal of Rural Education DA - 2013/09// PY - 2013 DO - https://doi.org/10.3316/aeipt.200587 VL - 23 IS - 3 SP - 1 EP - 11 SN - 18397387 KW - Mathematics KW - Anxiety KW - Self-perception KW - Cybernetics KW - College teachers KW - Self-evaluation KW - Socioeconomics ER - TY - JOUR TI - The discursive construction of mathematics teacher self-efficacy. AU - Xenofontos, Constantinos AU - Andrews, Paul T2 - Educational Studies in Mathematics DA - 2020/10// PY - 2020 DO - 10.1007/s10649-020-09990-z VL - 105 IS - 2 SP - 261 EP - 283 SN - 00131954 KW - Mathematics KW - Mathematics teaching KW - DISCURSIVE psychology KW - MATHEMATICAL ability testing KW - MATHEMATICS education KW - MATHEMATICS teachers KW - Qualitative approach KW - SELF-efficacy in teachers KW - Teachers' self-efficacy ER - TY - JOUR TI - Developing Mathematics Teachers: The Transition From Preservice to Experienced Teacher AU - Cady, JoAnn AU - Meier, Sherry L. AU - Lubinski, Cheryl A. T2 - The Journal of Educational Research AB - This longitudinal study documents the development of mathematics teachers as they make the transition from preservice to experienced teachers. Collaborative learning environments were created for these teachers in their field-based classrooms during their last year in the teacher-education program. The authors anticipated that these learning environments would prepare more effective novice teachers. A comparison of baseline data with end-of-project data indicated that the participants' beliefs about the teaching and learning of mathematics, as well as their epistemological views, had changed; however, many participants did not base their instructional decisions on a careful analysis of their students' thinking processes. A follow-up study revealed a more accurate picture of the change in participants' beliefs and practices, as some of them, now experienced teachers, exceeded project expectations and had become effective teachers. Factors that either hindered or contributed to the development of teachers' practice are also identified. [PUBLICATION ABSTRACT] DA - 2006/06//May PY - 2006 DO - https://doi.org/10.3200/JOER.99.5.295-306 DP - ProQuest VL - 99 IS - 5 SP - 295 EP - 306 LA - English SN - 00220671 ST - Developing Mathematics Teachers Y2 - 2022/10/07/07:01:21 L1 - https://media.proquest.com/media/pq/classic/doc/1298989681/fmt/pi/rep/NONE?cit%3Aauth=Cady%2C+JoAnn%3BMeier%2C+Sherry+L%3BLubinski%2C+Cheryl+A&cit%3Atitle=Developing+Mathematics+Teachers%3A+The+Transition+From+Preservice+to+Experienced+Teacher&cit%3Apub=The+Journal+of+Educational+Research&cit%3Avol=99&cit%3Aiss=5&cit%3Apg=295&cit%3Adate=May%2FJun+2006&ic=true&cit%3Aprod=Education+Collection&_a=ChgyMDIyMTAwNzA1MDgwNDQ4ODo5NDUwMzASBTk2NjkyGgpPTkVfU0VBUkNIIg0xNTMuMS4yMzcuMTYzKgU0MDc2MTIJMjA0MTk2MTg3Og1Eb2N1bWVudEltYWdlQgEwUgZPbmxpbmVaAkZUYgNQRlRqCjIwMDYvMDUvMDFyCjIwMDYvMDYvMzB6AIIBKVAtMTAwNzE2MS0xNDI0Mi1DVVNUT01FUi0xMDAwMDI1NS01NjgxNjgzkgEGT25saW5lygFvTW96aWxsYS81LjAgKFdpbmRvd3MgTlQgMTAuMDsgV2luNjQ7IHg2NCkgQXBwbGVXZWJLaXQvNTM3LjM2IChLSFRNTCwgbGlrZSBHZWNrbykgQ2hyb21lLzEwNS4wLjAuMCBTYWZhcmkvNTM3LjM20gESU2Nob2xhcmx5IEpvdXJuYWxzmgIHUHJlUGFpZKoCK09TOkVNUy1NZWRpYUxpbmtzU2VydmljZS1nZXRNZWRpYVVybEZvckl0ZW3KAg9BcnRpY2xlfEZlYXR1cmXSAgFZ8gIA%2BgIBToIDA1dlYooDHENJRDoyMDIyMTAwNzA1MDgwNDQ4ODo0NDUxODg%3D&_s=2xxm9R7jl368ExtpCucmiDfDOJI%3D KW - Learning KW - Mathematics KW - Students KW - Teachers KW - Education KW - Teaching KW - Beliefs KW - Classrooms KW - Mathematics education KW - Cognition KW - Collaborative learning KW - College students KW - Cooperative learning KW - Education reform KW - Knowledge KW - Learning environment KW - Longitudinal studies KW - Psychology KW - Research & development--R&D KW - Researchers KW - School environment KW - Research & development–R&D ER - TY - JOUR TI - Advancing literature review methodology through rigour, generativity, scope and transparency AU - Fan, Di AU - Breslin, Dermot AU - Callahan, Jamie L. AU - Iszatt-White, Marian T2 - International Journal of Management Reviews AB - The International Journal of Management Reviews (IJMR) is proud to offer a special section for articles that address methods and methodologies associated with undertaking literature reviews. In this editorial, we share our goals and aspirations for this special section. Drawing upon the motivations and objectives set out in 2020 and 2021 IJMR editorials, this editorial first discusses what potential benefits such an ongoing special section can bring to management and organization research in the longer term. In the next two sections, we detail what editors expect to see in the submissions we receive, and we also elaborate on some general and specific publication criteria as to how editors and reviewers will assess submissions related to methodology discussion. We hope this editorial will help authors avoid the disappointment of a rejection and encourage them to develop rigorous, innovative and impactful methodological advances and discussion. DA - 2022/04// PY - 2022 DO - 10.1111/ijmr.12291 VL - 24 IS - 2 SP - 171 EP - 180 SN - 14682370 ER - TY - JOUR TI - The Role of Google Scholar in Evidence Reviews and Its Applicability to Grey Literature Searching AU - Haddaway, Neal Robert AU - Collins, Alexandra Mary AU - Coughlin, Deborah AU - Kirk, Stuart T2 - PLOS ONE AB - Google Scholar (GS), a commonly used web-based academic search engine, catalogues between 2 and 100 million records of both academic and grey literature (articles not formally published by commercial academic publishers). Google Scholar collates results from across the internet and is free to use. As a result it has received considerable attention as a method for searching for literature, particularly in searches for grey literature, as required by systematic reviews. The reliance on GS as a standalone resource has been greatly debated, however, and its efficacy in grey literature searching has not yet been investigated. Using systematic review case studies from environmental science, we investigated the utility of GS in systematic reviews and in searches for grey literature. Our findings show that GS results contain moderate amounts of grey literature, with the majority found on average at page 80. We also found that, when searched for specifically, the majority of literature identified using Web of Science was also found using GS. However, our findings showed moderate/poor overlap in results when similar search strings were used in Web of Science and GS (10–67%), and that GS missed some important literature in five of six case studies. Furthermore, a general GS search failed to find any grey literature from a case study that involved manual searching of organisations’ websites. If used in systematic reviews for grey literature, we recommend that searches of article titles focus on the first 200 to 300 results. We conclude that whilst Google Scholar can find much grey literature and specific, known studies, it should not be used alone for systematic review searches. Rather, it forms a powerful addition to other traditional search methods. In addition, we advocate the use of tools to transparently document and catalogue GS search results to maintain high levels of transparency and the ability to be updated, critical to systematic reviews. DA - 2015/09/17/ PY - 2015 DO - 10.1371/journal.pone.0138237 DP - PLoS Journals VL - 10 IS - 9 SP - e0138237 J2 - PLOS ONE LA - en SN - 1932-6203 Y2 - 2022/11/18/13:13:02 L1 - https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0138237&type=printable L2 - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0138237 KW - Internet KW - Bibliometrics KW - Biodiversity KW - Citation analysis KW - Conservation science KW - Database searching KW - Information retrieval KW - Systematic reviews ER - TY - JOUR TI - Finnish research on affect in mathematics: blended theories, mixed methods and some findings AU - Hannula, Markku S. T2 - ZDM DA - 2007/// PY - 2007 DO - https://doi.org/10.1007/s11858-007-0022-7 DP - Google Scholar VL - 39 IS - 3 SP - 197 EP - 203 ST - Finnish research on affect in mathematics L2 - https://link.springer.com/article/10.1007/s11858-007-0022-7 ER - TY - BOOK TI - Attitudes, beliefs, motivation and identity in mathematics education: An overview of the field and future directions AU - Hannula, Markku S. AU - Di Martino, Pietro AU - Pantziara, Marilena AU - Zhang, Qiaoping AU - Morselli, Francesca AU - Heyd-Metzuyanim, Einat AU - Lutovac, Sonja AU - Kaasila, Raimo AU - Middleton, James A. AU - Jansen, Amanda DA - 2016/// PY - 2016 PB - Springer Nature SN - 3-319-32811-5 UR - https://doi.org/10.1007/978-3-319-32811-9 ER - TY - CONF TI - Structure and Typical Profiles of Elementary Teacher Students' View of Mathematics. AU - Hannula, Markku S. AU - Kaasila, Raimo AU - Laine, Anu AU - Pehkonen, Erkki C1 - Melbourne: University of Melbourne C3 - Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education DA - 2005/// PY - 2005 VL - 3 SP - 89 EP - 96 PB - H. L. Chick & J. L. Vincent (Eds.) L2 - https://eric.ed.gov/?id=ED496895 KW - Mathematics ER - TY - JOUR TI - Beliefs and Perspectives of First-Year, Alternative Preparation, Elementary Teachers in Urban Classrooms AU - Hart, Lynn C. T2 - School Science and Mathematics AB - Results from an earlier study (Hart, 2002) suggested that a group of 14 teachers participating in an alternative preparation program for elementary teachers had developed beliefs that were consistent with current thinking in mathematics education. The current study follows 8 of those teachers into their first year of teaching in an urban classroom. Qualitative data were collected from three sources: reflection logs, mathematics case discussions, and field notes made during classroom observations. This provided a triangulation of perspectives: the teachers' views of themselves, the teachers' views of others, and the university faculty member's view of them. Also, teachers completed the Standards Belief Instrument (Zollman & Mason, 1996) at the end of Phase I and at the end of Phase II. Results from the instrument and the qualitative analysis suggest that the teachers maintained a strong reform perspective in their beliefs, but they were unable to consistently implement pedagogy that was consistent with those beliefs. [PUBLICATION ABSTRACT] DA - 2004/02// PY - 2004 DO - https://doi.org/10.1111/j.1949-8594.2004.tb17985.x DP - ProQuest VL - 104 IS - 2 SP - 79 EP - 88 LA - English SN - 00366803 Y2 - 2022/10/07/07:01:17 L1 - https://media.proquest.com/media/pq/classic/doc/629607021/fmt/pi/rep/NONE?cit%3Aauth=Hart%2C+Lynn+C&cit%3Atitle=Beliefs+and+Perspectives+of+First-Year%2C+Alternative+Preparation%2C+Elementary+Teachers+in+Urban+Classrooms&cit%3Apub=School+Science+and+Mathematics&cit%3Avol=104&cit%3Aiss=2&cit%3Apg=79&cit%3Adate=Feb+2004&ic=true&cit%3Aprod=Education+Collection&_a=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%2BgIBToIDA1dlYooDHENJRDoyMDIyMTAwNzA1MDgwNDQ4ODo0NDUxODg%3D&_s=nhY9%2B6fDf7tiKQ1XX3dSu67BTRI%3D KW - Education--Teaching Methods And Curriculum KW - Mathematics KW - Sciences: Comprehensive Works KW - Teachers KW - Beliefs KW - Classroom observation KW - Classrooms KW - Elementary education KW - Elementary school teachers KW - Mathematical analysis KW - Mathematics education KW - Qualitative analysis KW - Qualitative research KW - Triangulation KW - Urban schools KW - Values KW - Education–Teaching Methods And Curriculum ER - TY - JOUR TI - Exploring mathematics identity: an intervention of early childhood preservice teachers AU - Heffernan, Kayla A. AU - Newton, Kristie J. T2 - Journal of early childhood teacher education DA - 2019/// PY - 2019 DO - 10.1080/10901027.2019.1590484 VL - 40 IS - 3 SP - 296 EP - 324 KW - Early childhood education ER - TY - THES TI - Lukiolaisen tehtäväorientoituneen matemaattisen ajattelun piirteitä - 1990-luvun pitkän matematiikan opiskelijoiden matemaattisen osaamisen ja uskomusten ilmentämänä AU - Joutsenlahti, Jorma AB - Suomen lukioissa otetaan käyttöön uudistetut opetussuunnitelmat 1.8.2005. Tutkimukseni tarkastelee pitkän (laajan) matematiikan opiskelijoita, jotka ovat opiskelleet 1990-luvulla edellisten opetussuunnitelmien perusteiden aikana. Tarkastelujakson aikana lukiosta on tullut luokaton ja pitkän matematiikan kirjoittaminen ylioppilaskirjoituksissa on tullut valinnaiseksi pitkän matematiikan opiskelijoille. Tutkimuksessa tarkastellaan pitkän matematiikan opiskelijan matemaattista ajattelua kolmesta eri näkökulmasta: yhteiskunnan, opettajan ja opiskelijan. Tämän tutkimuksen pääongelma on pitkän matematiikan opiskelijan tehtäväorientoituneen matemaattisen ajattelun kuvaaminen, johon etsitään vastausta kolmesta mainitusta näkökulmasta arvioimalla ja kuvaamalla opiskelijan matemaattista osaamista sekä matematiikkakuvaa. Alaongelmina tarkastellaan opiskelijoiden matemaattista osaamista ja matematiikkakuvaa eri sukupuolten, eri opetussuunnitelmien mukaan opiskelleiden ja pitkän matematiikan pakollisena tai ylimääräisenä kirjoittaneiden ryhmissä. Yhteiskunnan näkökulmasta tutkimuksessa tarkastellaan pitkän matematiikan ylioppilaskirjoituksia ja niiden tuloksia sekä valtakunnallisten opetussuunnitelmien perusteissa asetettujen tavoitteita. Tutkimuksen opettajanäkökulma tulee esiin koulun tasolla tapahtuvassa arvioinnissa. Opiskelijanäkökulmassa tulee esiin opiskelijan matematiikkakuva, joka sisältää hänen uskomuksensa matematiikasta, itsestään matematiikan oppijana ja taitajana, matematiikan opetuksesta sekä oppimisesta. Empiirinen aineisto muodostuu 1990-luvun keväiden (paitsi 1994) pitkän (laajan) matematiikan kirjoittaneiden ylioppilaskokeista (n=89804), Tervakosken lukion pitkän (laajan) matematiikan opiskelijoiden (n=103) suorituksista 1990-luvulla sekä haastatteluista (n=6) ja kahdeksan lukion pitkän matematiikan opiskelijoille (n=384) tehdystä uskomuskyselystä vuonna 1999. Tutkimusaineiston analyysimenetelmänä ylioppilaskokeiden tuloksien ja koulussa tehtyjen arviointien suhteen käytettiin regressioanalyysin pohjalta muodostettua nelikenttää. Matematiikkakuvaa analysoitiin lisäksi frekvenssi- ja faktorianalyysin avulla sekä nelikentän avulla. Pitkän matematiikan pakollisena kirjoittavien ja ylimääräisenä kirjoittavien erot tehtäväorientoituneessa matemaattisessa ajattelussa ovat merkittäviä kaikkien kolmen näkökulman kannalta. Ylimääräisenä kirjoittavien matemaattisen osaamisen taso on oleellisesti heikompaa kuin pakollisena kirjoittavien. Yli puolet pitkän matematiikan kirjoittavista kokelaista valitsee kokeen ylimääräiseksi. Etenkin suuri osa pitkän matematiikan opiskelleista tytöistä valitsee pitkän matematiikan kokeen ylimääräiseksi. Tyttöjen ja poikien välillä ei löytynyt merkittävää eroa matemaattisessa osaamisessa, mutta tytöt kokivat itsensä epävarmemmiksi matematiikan osaajiksi kuin pojat. Uskomustutkimusten pitkittäistarkastelussa tuli esille opiskelijoiden pitkäjänteisyyden väheneminen pitkän matematiikan opiskelussa 1990-luvun kuluessa. Tutkimuksessa erottuivat tunnusmerkilliset ryhmät: Menestyjät , Kypsyjät , Suoriutujat ja sen alaryhmänä Luovuttajat sekä Pettyjät . Näiden ryhmien opiskelijoiden matemaattista ajattelua voi kuvata kolmessa kategoriassa: sisältörajoittunut, laaja-alainen ja suppea matemaattinen ajattelu. Ryhmien Menestyjät ja Kypsyjät matemaattista ajattelua voi kuvata laaja-alaiseksi. Ryhmän Suoriutujat ja sen alaryhmän Luovuttajat matemaattinen ajattelu on suppeaa. Alaryhmä Luovuttajat on pääosin syntynyt vuoden 1996 jälkeen, jolloin pitkän matematiikan kirjoittaminen ei ollut enää pakollista. Pitkän matematiikan kursseissa tarkoin rajatulla sisältöalueella hyvin menestyneet, mutta matematiikan ylioppilaskirjoituksissa heikosti menestyvät muodostivat ryhmän Pettyjät ja heidän matemaattista ajatteluaan voidaan kuvata sisältörajoittuneeksi. Kun opiskelijan matemaattinen ajattelu on suppeaa tai sisältörajoittunutta, niin opiskelija ei ole saavuttanut opetussuunnitelman perusteiden kaikkia keskeisiä tavoitteita ja hänen jatko-opintokelpoisuutensa matematiikkaa vaativilla koulutusaloilla on puutteellinen. DA - 2005/// PY - 2005 DP - trepo.tuni.fi LA - fi M3 - Doctoral dissertation PB - Tampere University UR - https://trepo.tuni.fi/handle/10024/67453 Y2 - 2022/11/07/19:52:26 L1 - https://trepo.tuni.fi/bitstream/10024/67453/1/951-44-6204-1.pdf L2 - https://trepo.tuni.fi/handle/10024/67453 ER - TY - JOUR TI - Enablers and obstacles in teaching and learning of mathematics AU - Kayan Fadlelmula, Fatma T2 - LUMAT: International Journal on Math, Science and Technology Education DA - 2022/// PY - 2022 DO - 10.31129/LUMAT.10.2.1627 VL - 10 IS - 2 SP - 33 EP - 55 L1 - https://journals.helsinki.fi/lumat/article/download/1627/1680 KW - mathematics education ER - TY - JOUR TI - A systematic review of educational design research in Finnish doctoral dissertations on mathematics, science, and technology education AU - Lehtonen, Daranee AU - Jyrkiäinen, Anne AU - Joutsenlahti, Jorma T2 - Lumat: International Journal of Math, Science and Technology Education AB - Since educational design research (EDR) was introduced to educational research at the beginning of the 1990s, it has gained recognition as a promising research approach that bridges the gap between research and practice in education. This paper aims to investigate how EDR has been utilised and developed and which challenges it has faced by systematically reviewing 21 Finnish EDR doctoral dissertations on mathematics, science, and technology education published between January 2000 and October 2018. The findings indicate that all dissertations yielded practical and theoretical contributions. Moreover, common EDR characteristics, including the use of educational problems in practice as a point of departure, research in real-world settings, evolution through an iterative process, development of practical interventions, and refinement of theoretical knowledge, were found in all dissertations. Most of the doctoral researchers were confronted with challenges, such as high demand for EDR with limited resources and difficulties associated with multidisciplinary teamwork. However, the dissertations were diverse in terms of research contexts, practical educational problems, research outcomes, research methodologies, scale, and collaboration. This systematic review not only enhances the understanding of the utilisation, development, and challenges of EDR but also provides implications for future EDR. DA - 2019/12/16/ PY - 2019 DO - 10.31129/LUMAT.7.3.399 DP - DOI.org (Crossref) VL - 7 IS - 3 J2 - LUMAT LA - en SN - 2323-7112 Y2 - 2022/12/07/10:11:50 ER - TY - JOUR TI - Teachers’ perception of STEM integration and education: a systematic literature review AU - Margot, Kelly C. AU - Kettler, Todd T2 - International journal of STEM education DA - 2019/// PY - 2019 DO - 10.1186/s40594-018-0151-2 VL - 6 IS - 1 SP - 1 EP - 16 SN - 2196-7822 KW - Collaboration ER - TY - JOUR TI - Catalysts of women’s talent development in STEM: A systematic review AU - Mullet, Dianna R. AU - Rinn, Anne N. 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A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities AU - Österling, Lisa AU - Christiansen, Iben T2 - International Electronic Journal of Mathematics Education DA - 2022/08/19/ PY - 2022 DO - 10.29333/iejme/12380 DP - DOI.org (Crossref) VL - 17 IS - 4 SP - em0710 J2 - INT ELECT J MATH ED SN - 13063030 ST - Whom do they become? Y2 - 2023/06/15/16:13:07 L1 - https://www.iejme.com/download/whom-do-they-become-a-systematic-review-of-research-on-the-impact-of-practicum-on-student-teachers-12380.pdf ER - TY - JOUR TI - Rayyan—a web and mobile app for systematic reviews AU - Ouzzani, Mourad AU - Hammady, Hossam AU - Fedorowicz, Zbys AU - Elmagarmid, Ahmed T2 - Systematic Reviews DA - 2016/12// PY - 2016 DO - 10.1186/s13643-016-0384-4 DP - DOI.org (Crossref) VL - 5 IS - 1 SP - 210 J2 - Syst Rev LA - en SN - 2046-4053 UR - http://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-016-0384-4 Y2 - 2023/10/18/18:03:02 ER -