Queensland Pre-service Teachers’ Beliefs on the Integration of Children’s Literature in Mathematics Teaching: A Pilot Case Study
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Trakulphadetkrai, Natthapoj Vincent
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Perth, Australia
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Abstract
This paper reports the findings from a pilot qualitative study that set out to investigate preservice primary school teachers’ beliefs concerning the integration of children’s literature in their mathematics learning and teaching. The thematic and content analyses were drawn from self-reported beliefs of 33, third- and fourth-year pre-service teachers in Queensland. Findings from this pilot study reveal several gaps in knowledge, as well as misconceptions held by them, concerning the use of children’s literature in mathematics learning and teaching. These findings suggest the need for mathematics teacher educators to do more to address these gaps and misconceptions, also possibly held by the pre-service teachers they teach, in order for this future generation of teachers to become more knowledgeable in their approach to the use of children’s literature.
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Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia (MERGA 2019)
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© 2019 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author(s).
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Curriculum and pedagogy
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Larkin, K; Trakulphadetkrai, NV, Queensland Pre-service Teachers’ Beliefs on the Integration of Children’s Literature in Mathematics Teaching: A Pilot Case Study, Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia (MERGA 2019), 2019, pp. 420-427