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

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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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