An understanding of the processes and issues involved in developing mathematical thinking among pre-service teachers
Date of Award
Master of Education (M. Ed.)
Institute for Educational Development, Karachi
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.
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 An understanding of the processes and issues involved in developing mathematical thinking among pre-service teachers (Unpublished master's dissertation).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.