Date of Award

6-19-2000

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

First Advisor

Shelby Barrentine

Abstract

The purpose of this qualitative study is to develop and describe a mathematics methods course which aims to help students internalize instructional approaches which advance the ideals set forth by the National Council of Teachers of Mathematics (NCTM). In this action research study, preservice teachers in two sections of a uniquely configured mathematics methods courses grapple with learning to plan, teach, and use instructional strategies which are based on the NCTM Standards. The results of this phenomenological study of three cases demonstrate that preservice teachers internalize instructional practices when they learn the future role they will assume in the classroom in a constructivist-based learning environment. Natural conditions of learning as identified by Cambourne, are employed in a Vygotskian setting to foster faith in self and enhance learning. Peer teaching, a major element of the course, is used for two purposes: preservice teachers experience and assume the responsibilities of a teacher and, through preparing to teach, better understand mathematical content. Through the act of peer teaching, preservice teachers evolve from students to teachers. Through the use of focus groups and interviews with individuals, this study examines the impact of the course design, as well as the experiences of students of various capabilities. This peer teaching designed course challenges mathematics methods instructors to reassess their practices and, therefore, presents a new teaching paradigm, one in which preservice teachers take a proactive role in changing themselves into teachers and in reversing negative images of teaching mathematics.

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