The effects of a mediated field experience methods course on pre-service elementary mathematics teachers’ beliefs

Valorie L. Zonnefeld; Luralyn M. Helming

doi:10.29333/iejme/14729

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Valorie L. Zonnefeld ¹ ^* , Luralyn M. Helming ²

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¹ Department of Mathematics and Statistics, Dordt University, Sioux Center, IA,USA² Department of Psychology, Dordt University, Sioux Center, IA, USA^* Corresponding Author

Abstract

A mediated field experience (MFE) mathematics methods course increased both pre-service elementary teachers’ (PSTs) self-efficacy for teaching mathematics and mathematical dispositions. The semester-long MFE with significant, structured teaching experiences was conducted onsite at an elementary school. Quantitative, pre- and post-surveys of mathematics teaching efficacy revealed statistically significant increases over the semester. A qualitative analysis of PSTs as sophomores and seniors further explored and supported this increase in PSTs’ self-efficacy for teaching mathematics. Qualitative data also revealed interesting changes in mathematical dispositions and a shift in PSTs from a self-as-student perspective to a self-as-teacher focus.

Keywords

teacher beliefs
pre-service teacher education
methods courses
mathematics education
elementary teacher education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 19, Issue 3, August 2024, Article No: em0784

https://doi.org/10.29333/iejme/14729

Publication date: 01 Jul 2024

Online publication date: 14 Jun 2024

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How to cite this article

APA

Zonnefeld, V. L., & Helming, L. M. (2024). The effects of a mediated field experience methods course on pre-service elementary mathematics teachers’ beliefs. International Electronic Journal of Mathematics Education, 19(3), em0784. https://doi.org/10.29333/iejme/14729

Vancouver

Zonnefeld VL, Helming LM. The effects of a mediated field experience methods course on pre-service elementary mathematics teachers’ beliefs. INT ELECT J MATH ED. 2024;19(3):em0784. https://doi.org/10.29333/iejme/14729

AMA

Zonnefeld VL, Helming LM. The effects of a mediated field experience methods course on pre-service elementary mathematics teachers’ beliefs. INT ELECT J MATH ED. 2024;19(3), em0784. https://doi.org/10.29333/iejme/14729

Chicago

Zonnefeld, Valorie L., and Luralyn M. Helming. "The effects of a mediated field experience methods course on pre-service elementary mathematics teachers’ beliefs". International Electronic Journal of Mathematics Education 2024 19 no. 3 (2024): em0784. https://doi.org/10.29333/iejme/14729

Harvard

Zonnefeld, V. L., and Helming, L. M. (2024). The effects of a mediated field experience methods course on pre-service elementary mathematics teachers’ beliefs. International Electronic Journal of Mathematics Education, 19(3), em0784. https://doi.org/10.29333/iejme/14729

MLA

Zonnefeld, Valorie L. et al. "The effects of a mediated field experience methods course on pre-service elementary mathematics teachers’ beliefs". International Electronic Journal of Mathematics Education, vol. 19, no. 3, 2024, em0784. https://doi.org/10.29333/iejme/14729