An understanding of the processes and issues involved in developing mathematical thinking among pre-service teachers
Date of Award
8-1-2006
Document Type
Dissertation
Degree Name
Master of Education (M. Ed.)
Department
Institute for Educational Development, Karachi
Abstract
The study examined the processes and issues involved in developing mathematical thinking among pre-service teachers. I conducted action research under the paradigm of qualitative research in one elementary college of education of Karachi. I worked with a whole class of pre-service teachers (with a focus on four participants) for five and a half weeks. I taught them nine lessons in four cycles of action research. I collected data through observation, semi-structured interviews, my reflective journal and pre-service teachers' work samples. The study indicates that problem-solving tasks, the environment of the classroom, instructional strategies and teacher educator attitude make a difference in pre-service teachers' learning of mathematics. Pre-service teachers had difficulties in the content area of mathematics, and they did not have a positive attitude towards mathematics. However, they gradually improved their mathematics skills and started journeying toward mathematical thinking. Besides the helping factors, there are some challenges as well; for example, low levels of self-confidence among students and their prior limited knowledge of mathematics.
Recommended Citation
Hussain, S. (2006). An understanding of the processes and issues involved in developing mathematical thinking among pre-service teachers (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.