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- W2214174103 abstract "In this article, the authors report on the initial results of a mixed methods approach to study the beliefs that preservice teachers have about teaching real-world contexts, including those related to injustices, controversial issues, and children's home and cultural backgrounds. Data collection included a survey with 92 preservice Pre-K--8 teachers, and follow-up interviews with nine survey participants. Analysis of the data suggests that preservice teachers were open to the idea of teaching mathematics through real-world contexts, but were ambivalent regarding the use of controversial issues, and often unable to provide concrete or non-trivial examples of what these different types of real-world contexts would look like in a mathematics classroom. Based on the survey and interview findings, the authors make recommendations for future research, and for the use of controversial issues in teacher education programs." @default.
- W2214174103 created "2016-06-24" @default.
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- W2214174103 date "2015-12-30" @default.
- W2214174103 modified "2023-10-17" @default.
- W2214174103 title "<i>I Just Wouldn't Want to Get as Deep Into It</i>: Preservice Teachers' Beliefs about the Role of Controversial Topics in Mathematics Education" @default.
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- W2214174103 doi "https://doi.org/10.21423/jume-v8i2a259" @default.
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