Why Teach Mathematics? -- A Study with Preservice Teachers on Myths around the Justification Problem in Mathematics Education
Saved in:
| Title: | Why Teach Mathematics? -- A Study with Preservice Teachers on Myths around the Justification Problem in Mathematics Education |
|---|---|
| Language: | English |
| Authors: | López-López, Alberto (ORCID |
| Source: | International Journal of Mathematical Education in Science and Technology. 2022 53(8):2102-2114. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Misconceptions, Mathematics Education, Student Attitudes, Foreign Countries, Mathematics Instruction, Thinking Skills, Cognitive Development, Mathematics Skills, Positive Attitudes, Mathematics Teachers |
| Geographic Terms: | Mexico |
| DOI: | 10.1080/0020739X.2020.1864489 |
| ISSN: | 0020-739X 1464-5211 |
| Abstract: | In this article we report on a study focused on revealing and categorizing the arguments that preservice mathematics teachers put forward when they are asked about why mathematics is taught, which is a question closely related to the justification problem in mathematics education. Another focus of the study is the identification of myths within such arguments. The study is based on semi-structured interviews with 19 preservice mathematics teachers from Mexico. The results show that the arguments of the future teachers to justify the teaching of mathematics can be divided into three categories: (1) mathematics is related to the development of mental or thinking skills, (2) mathematics is useful for daily life, and (3) mathematics fosters positive attitudes and emotions. On the other hand, a presence of myths was identified in the arguments of the prospective teachers, namely: (1) the myth of reference, (2) the myth of participation, (3) the myth of importance, and (4) the myth of cognitive development. The report concludes by discussing the results and pointing out some future research routes. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1366502 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In this article we report on a study focused on revealing and categorizing the arguments that preservice mathematics teachers put forward when they are asked about why mathematics is taught, which is a question closely related to the justification problem in mathematics education. Another focus of the study is the identification of myths within such arguments. The study is based on semi-structured interviews with 19 preservice mathematics teachers from Mexico. The results show that the arguments of the future teachers to justify the teaching of mathematics can be divided into three categories: (1) mathematics is related to the development of mental or thinking skills, (2) mathematics is useful for daily life, and (3) mathematics fosters positive attitudes and emotions. On the other hand, a presence of myths was identified in the arguments of the prospective teachers, namely: (1) the myth of reference, (2) the myth of participation, (3) the myth of importance, and (4) the myth of cognitive development. The report concludes by discussing the results and pointing out some future research routes. |
|---|---|
| ISSN: | 0020-739X 1464-5211 |
| DOI: | 10.1080/0020739X.2020.1864489 |
