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Knowledge, attitudes and beliefs in teacher candidates’ classroom practice
PROCEEDING

, , Western University, Canada

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This proposal describes a case study developed in the math education program at a Canadian university, in an integrated effort to engage preservice teachers in activities that elicit mathematical surprise through the inclusion of a low floor, high ceiling approach and the integration of computational thinking in mathematics learning. The first course we studied was a mandatory mathematics methods course, and the second was a computational thinking in mathematics education course. Both courses included online activities, which are the main sources of data. The purpose of the study was to determine the knowledge, attitudes and beliefs that teacher candidates developed during the courses, and how they were translated into classroom practice (in practicum settings).

Citation

Gadanidis, G. & Cendros Araujo, R. (2017). Knowledge, attitudes and beliefs in teacher candidates’ classroom practice. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1944-1947). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 1, 2020 from .

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