التفاصيل البيبلوغرافية
| العنوان: |
EXPLORING THE IMPACT OF GROWTH MINDSET STRATEGIES ON MATHEMATICS PRE-SERVICE TEACHERS’ BELIEFS |
| المؤلفون: |
Thurmond, Kendra |
| المساهمون: |
Burris, Justin T., Chauvot, Jennifer, Cutler, Carrie S., Li, Miao |
| سنة النشر: |
2020 |
| المجموعة: |
University of Houston Institutional Repository (UHIR) |
| مصطلحات موضوعية: |
mathematics, growth mindset, pre-service teachers, constructivist |
| الوصف: |
Background: Teachers entering the world of education often have predetermined beliefs about mathematics that may negatively affect instructional practices. These beliefs may or may not be perceptible to the person holding them, and if not addressed early on, could be more difficult to adjust as they continue to teach. Growth mindset interventions disrupt negative beliefs in current educators by causing shifts in instructional practices and challenging personal perceptions. Providing pre-service teachers in a teacher education program with exposure to growth mindset practices may transform their beliefs and actions before ever entering a classroom. Purpose: The purpose of this study was to examine the impact on pre-service teachers’ beliefs about the teaching and learning of mathematics by implementing growth mindset strategies within an elementary mathematics content course required in a university-based teacher preparation program. The study researched how incorporating certain strategies during their preparation program may potentially equip pre-service teachers with the tools necessary for effective mathematics instruction. The proposed study addressed the following question: How does the implementation of growth mindset strategies within a university-based teacher preparation course, impact pre-service mathematics teachers’ beliefs about the teaching and learning of EC – 6 mathematics? Methods: The participants included 30 students, ranging from a freshman to a senior-level ranking, in a university-level course for pre-service teachers preparing to be elementary and middle grade teachers. The data included a pre- and post- growth mindset survey titled Teacher Education and Development Study in Mathematics (TEDS-M) Growth Mindset Survey, and field notes from multiple classroom observations, where the researcher noted then analyzed the language and statements made by the pre-service teachers. Finally, the pre-service teachers responded to open-ended scenarios designed to allow pre-service teachers to apply ... |
| نوع الوثيقة: |
thesis |
| وصف الملف: |
application/pdf; born digital |
| اللغة: |
English |
| Relation: |
https://hdl.handle.net/10657/7283 |
| الاتاحة: |
https://hdl.handle.net/10657/7283 |
| Rights: |
The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s). |
| رقم الانضمام: |
edsbas.9A5D716B |
| قاعدة البيانات: |
BASE |