Preservice Teachers’ Perceptions of Mathematics Education in Urban Schools |
| |
| Authors: | Erica N Walker |
| |
| Institution: | (1) Teachers College, Columbia University, Box 210, 525 West 120th Street, New York City, NY, 10027, New York |
| |
| Abstract: | This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and
experiences with students in an urban high school. The preservice teacher education students participated as mentors to a
group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and interviews reveal that the
mentors had varied perceptions of tutoring program participants’ motivation, interest, and knowledge of mathematics. Mentors
held varied perceptions of urban schools and what teaching mathematics in urban settings entails. Further, mentors reported
that their work in the tutoring program had an impact on their strategies and plans for future mathematics teaching.
Erica N. Walker is Assistant Professor of Mathematics Education in the Department of Mathematics, Science, and Technology
and Research Fellow at the Institute for Urban and Minority Education at Teachers College, Columbia University. |
| |
| Keywords: | urban schools mathematics education preservice teachers |
| 本文献已被 SpringerLink 等数据库收录！ |
|
