Preservice teachers' perceptions of mathematics education in urban schools

被引：2

作者：

Walker E.N. ^{[1
,2
]}

机构：

[1] Teachers College, Columbia University, New York City, NY 10027

[2] Department of Mathematics, Science, and Technology, Institute for Urban and Minority Education, Columbia University, New York City

来源：

The Urban Review | 2007年 / 39卷 / 5期

关键词：

Mathematics education; Preservice teachers; Urban schools;

D O I：

10.1007/s11256-007-0056-8

中图分类号：

学科分类号：

摘要：

This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and experiences with students in an urban high school. The preservice teacher education students participated as mentors to a group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and interviews reveal that the mentors had varied perceptions of tutoring program participants' motivation, interest, and knowledge of mathematics. Mentors held varied perceptions of urban schools and what teaching mathematics in urban settings entails. Further, mentors reported that their work in the tutoring program had an impact on their strategies and plans for future mathematics teaching. © Springer Science+Business Media, LLC 2007.

引用

页码：519 / 540

页数：21

共 22 条

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