Prospective elementary teachers' experiences in learning mathematics via online discussions: A phenomenographical study
Abstract
This research examines the experiences of 38 prospective elementary teachers (PSTs) using online discussions in their third mathematics content course at a large, Midwestern university. The discussions were a required component of a traditional, face-to-face course and were designed and implemented according to the variation theory of learning. Discussions were initiated and moderated by the instructor, and encouraged PSTs to share their own experiences, beliefs, and solution strategies regarding a variety of topics focusing upon geometry and measurement content as well as the nature, teaching, and learning of mathematics. A phenomenographical approach examined three dimensions of PSTs' experiences: approaches to participation, perceptions of the online discussions, and both their understandings and conceptions of mathematics. Data included transcripts of online discussions and weekly in-class quizzes for all study participants, and survey responses and interview transcripts for subsets of the prospective elementary teachers. Analysis involved a mix of quantitative and qualitative measures that included content analysis of students' online messages. Results indicate that this implementation of online discussions was effective at promoting participation, learning, and reconceptualization of mathematics while promoting positive perceptions of the technology. The role of the instructor, topic design, participation requirements, and PSTs' pre-existing conceptions of computers and mathematics were found to be influential in shaping the ways that prospective elementary teachers approached online participation. PSTs' perceptions of the discussions and their appropriateness for the course were overwhelmingly positive, with most valuing the time dedicated to online participation and attributing educative benefits from the discussions. Many noted an appreciation for the interaction and communication resulting from online discussions, finding it to be an added benefit typically absent from mathematics courses. Understanding levels demonstrated in online messages were generally mid-range, but several PSTs achieved high levels in their posts. The majority demonstrated retention of discussed ideas on weekly quizzes, and most survey and interview participants shared in-depth understandings of content resultant from the online conversations. Participation in discussions was shown to maintain positive conceptions of mathematics or improve these conceptions for those PSTs with less favorable initial conceptions. Potential interaction among the three dimensions of experience was also evident.
Degree
Ph.D.
Advisors
Wood, Purdue University.
Subject Area
Mathematics education|Teacher education|Educational technology
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