Mathematics Instruction in Safe Space: Prospective Elementary Teachers' Views of Mathematics Education

By Uwe Gellert. 2000

60 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3d041aecd4d270db077e5f77ac3b5156556bd25b

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In Education

Citations in the corpus

Beginning a pre-service teacher's mathematical identity work through narrative rehabilitation and bibliotherapy (2011, background): “Pietila 2002 ) or overprotect their pupils from negative experiences in mathematics (Gellert 2000 ).”
The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement (2014, background): “…examining mathematics instruction noted that teachers seem to draw not only on their pedagogical and content knowledge when teaching but also on their beliefs (Beswick, 2007; Bray, 2011; Gellert, 2000) and their awareness of classroom conditions and interactions (Sherin, Jacobs, & Philipp, 2011).”
Using narrative inquiry for investigating the becoming of a mathematics teacher (2007, background): “Third, according to Gellert (2000) , teacher trainees who found mathematics to be ‘‘awful’’ during their school years will have a tendency to protect their students from mathematics, for example, by using many learning games in their lessons and ignoring the subject proper.”
Initiating Change in Prospective Elementary School Teachers' Orientations to Mathematics Teaching by Building on Beliefs (2004, background): “Gellert (2000) found that the prospective teachers in his study preferred to shelter students from challenging mathematical problems to protect them from anxiety. He attributed this attitude to the tendency of prospective teachers to see themselves in the role of nurturers. Beliefs about the importa”
Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…and Forgasz (2002) contend that attitudes and beliefs of students and teachers must be explored in order to enhance mathematics teaching and learning, others suggest that teachers’ beliefs may significantly influence students’ opportunities to learn rigorous, engaging mathematics (Gellert, 2000).”
PROSPECTIVE TEACHERS’ CHALLENGES IN TEACHING REASONING-AND-PROVING (2013, background): “Although this course of action may reflect the teachers’ desire to “protect” their students from a mathematical struggle (Gellert, 2000), it does have a detrimental effect on students’ opportunities to learn: the tasks’ cognitive demands are reduced and student activity is often channeled into proce”