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- W2128345908 abstract "Mercedes A. McGowen & Gary E. DavisMathematics Department, William Rainey Harper College, Palatine, ILGraduate School of Education, Rutgers University, New Brunswick, NJ Introduction This study addresses the question of how pre-service elementary teachers can be inducedto change their attitudes to mathematics. We know that pre-service elementary teachers want toget mathematical answers right. They want to know which formulas to use, and how to get thecorrect answer. We present transcriptions of student writing that illustrate and support this point.Changing what students value in mathematics is a much harder challenge than teaching themmathematical procedures and application of formulas. We need an antidote to a severely proce-dural orientation to mathematics focused on ‘correct answers’ that prospective teachers havelearned to value above all. How can we explicitly emphasize connections, and assist students toconstruct relationships between parts of mathematics that they see as different? Theoretical perspective We could approach the issue of pre-service teachers' attitudes about mathematics throughthe extensive literature on change, and teacher change in particular. However, our approach in thisstudy is a different one. It is to focus on students' long-term declarative memories and the relationof these memories to individual student gain in test scores over the course. Thus we are attemptingto build a bridge between what student teachers themselves recall as important in their learning ofmathematics with what test scores tell us. Declarative memories are those we are capable of expressing in words, drawings or ges-tures. They are to be distinguished from implicit , or non-declarative, memories that assist us tocarry out routine procedures and habits (Squire, 1994). Long-term declarative memories are medi-ated by protein formation, following gene expression, to stimulate novel neuronal connections(Squire and Kandell, 2000). The relevance of this neurological fact is that long-term memory for-mation is an energetic, committed process for an individual. Long-term memories—certainlythose sustained over a period of several months—are therefore a good indicator of what a studentvalues. Using long-term declarative memories as an indicator of what pre-service teachers valuedabout the mathematics they engaged with, we focused on connections between combinatorialproblems (Maher & Speiser, 1997) to promote the formation of such memories. The model of" @default.
- W2128345908 created "2016-06-24" @default.
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- W2128345908 date "2001-10-01" @default.
- W2128345908 modified "2023-09-26" @default.
- W2128345908 title "What mathematical knowledge do pre-service elementary teachers value and remember?" @default.
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