Math Student Teachers: How Well Prepared Are They?

Authors

Richard G. Stahlhut, University of Northern Iowa

Comments

ERIC Document - ED344879 found in the ERIC Database

Document Type

Conference

Keywords

Classroom Techniques; Educational Technology; Higher Education; Instructional Effectiveness; Majors (Students); Mathematical Applications; Mathematics; Mathematics Instruction; Required Courses; Secondary Education; Student Teachers; Teacher Education Programs; Teaching Methods; Writing Across the Curriculum

Abstract

This study was conducted to find out how well mathematics majors at the University of Northern Iowa were prepared in the foundations of effective teaching practices and how well they performed during the student teaching experience. Data were gathered from mathematics student teachers (N=22) who were observed; interviewed; and asked to keep daily journals. Results suggest that mathematics teacher education students: (1) be required to create practical problems for pupils for every mathematics course in grades 7-12; (2) be required to take a course that deals with writing across the curriculum so they can better incorporate English into their classroom instruction; (3) spend time working with and investigating the use of technology in classroom instruction; and (4) enroll in course work outside the department of mathematics that focuses on the general methods of effective teaching. (LL)

Department

Student Field Experience

Original Publication Date

1992

Object Description

1 PDF file (21 pages)

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Copyright

©1992 Richard G. Stahlhut

Language

en

File Format

application/pdf

Recommended Citation

Stahlhut, Richard G., "Math Student Teachers: How Well Prepared Are They?" (1992). Faculty Publications. 5610.
https://scholarworks.uni.edu/facpub/5610