Changing Students’ Perception of Mathematics through An Integrated, Collaborative, Field-Based Approach To Teaching and Learning Mathematics Melinda Ramos Mo Pak University of Texas at El Paso (UTEP) Department of Mathematical Sciences **MSP/NSF Sponsored

Topics of Discussion A pedagogical approach, An Integrated, Collaborative, Field-Based Approach To Teaching and Learning Mathematics. Preliminary results of a qualitative study: Documenting changes on students’ perception of mathematics due to the approach

A Pre-service Teacher’s Perception of Mathematics at the beginning of semester

“ math is a fear I have not been able to conquer; the fear of math has put a block on my brain; I don’t like math because I feel very dumb when after so many years I still don't comprehend it.”

 Repeated academic failures frequently result in low self-esteem and passivity in mathematical learning (Cherkes-Julkowski, 1985), and result in confused thinking, disorganization, avoidance behavior, and math phobia (Conte, 1991; Zentall&Zentall, 1983).  Negativity towards math seems to determine pre-service teachers’ area of specialization. About 90% of our pre-service teachers choose to specialize in areas other than math.  These unhealthy beliefs suggest and imply study habits, test-taking strategies, and classroom behaviors that are very often ways of avoiding the demands of classroom mathematics (Cobb, 1986). Consequences of Non-Constructive Beliefs in Math

Goal To enhance preservice teachers’ mathematical knowledge by making positive changes on students’ attitude towards and perception of mathematics. Increase confidence in ability to do mathematics. Motivate to learn and think mathematically.

How Provide opportunities for preservice teachers to experience importance of mathematics. Increase support preservice teachers receive from faculty, peers and their mentor teachers (in-service teachers). Introduce constructivist teaching practices. Develop higher order thinking skills. Eliminate redundancy on course load. Model collaboration between faculty. Model integration of content.

Block vs. Non-block Block: --consist of three courses: two courses are education courses 1) pedagogy of teaching & learning 2) methodology of mathematics education third course 3) mathematics content course --pre-service teachers are asked to take the courses in a cohort setting within the same block

An Integrated, Collaborative, Field-Based Approach To Teaching and Learning Mathematics

State certification exam scores.

Differences from pre to post survey – block vs. non-block

Pre-service teacher’s end of semester comment on what is math “math is a way of expressing, explaining, & expanding your knowledge; by doing math, you can express how you feel, for example, if you don't understand, you may feel frustrated. math is a way of explaining because once you have an answer, you can explain why you came up w/that result; math expands your knowledge because understanding math can help you become a better critical thinker.”

Questions and Comments?