Making sense of Mathematics Education for Young Children From Preservice Teachers' Perspectives
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Using action research methodology, I explored how preservice teachers' emotions about mathematics changed by using a symbolic drawing technique and how their views on mathematics education for young children had changed due to a Constructivism based mathematics method course at university. Twenty-nine Sophomore preservice teachers participated in this study. The summary of this study was as follows. First, The primary images and emotions on preservice teachers' mathematics shifted from negative to positive as a result of the course. Second, because of Constructivism principles classes preservice teachers constructed the idea of mathematical education for young children as follows: (1) Recognizing mathematical concepts in daily life, (2) Connecting mathematical content knowledge and pedagogical knowledge, (3) Experiencing the importance of intrinsic motivation, and (4) Supporting emotional challenge among group members.
Abstract
Using action research methodology, I explored how preservice teachers' emotions about mathematics changed by using a symbolic drawing technique and how their views on mathematics education for young children had changed due to a Constructivism based mathematics method course at university. Twenty-nine Sophomore preservice teachers participated in this study. The summary of this study was as follows. First, The primary images and emotions on preservice teachers' mathematics shifted from negative to positive as a result of the course. Second, because of Constructivism principles classes preservice teachers constructed the idea of mathematical education for young children as follows: (1) Recognizing mathematical concepts in daily life, (2) Connecting mathematical content knowledge and pedagogical knowledge, (3) Experiencing the importance of intrinsic motivation, and (4) Supporting emotional challenge among group members.
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