The changing ‘beliefs’ of Pre-ITE students on how mathematics should be taught

In this paper I will present the work from a small-scale research project undertaken with participants from a pre-Initial Teacher Education (ITE) Mathematics Enhancement Course (MEC) at the University of East London (UEL) between January 2008 and July 2009. The emerging results are in their early stages and are a continuation and development of the work addressed in two previous conference papers; one presented to the British Educational Research Association (BERA) conference in September 2008 (Clarke 2008a) and another presented to the British Society for Research into the Learning of Mathematics (BSRLM) conference in November 2008 (Clarke 2008b). The project appears to show some limited evidence that participation in a MEC, and hence exposure to a variety of teaching approaches, does change "beliefs" concerning the way in which participants think mathematics should be taught.

Citation:
Clarke, J. (2009) ‘The changing ‘beliefs’ of Pre-ITE students on how mathematics should be’ European Conference on Educational Research (ECER) University of Vienna 28-30 September 2009. Leeds: Education-line..