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Description

Existing student attitudes and beliefs about mathematics often block student learning and deep understanding of mathematical content in the college classroom (e.g. preservice elementary teachers). Changes in pedagogy, classroom participation, and curriculum were infused into two college mathematics classes for preservice teachers and the attitudinal beliefs of these preservice teachers were assessed to measure change after a course intervention.

Publication Date

2016

City

National Harbor, MD

Keywords

Research Symposium

Disciplines

Education

Changing Embedded Student Attitudes within a Mathematical Setting

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Education Commons

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