Exploring how writing-to-learn in a mathematics methods course influences preservice teachers’ beliefs-Reference-Cited by-同舟云学术

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Exploring how writing-to-learn in a mathematics methods course influences preservice teachers’ beliefs

Published:2023-05-28 Issue: Volume: Page:1-27
ISSN:0020-739X
Container-title:International Journal of Mathematical Education in Science and Technology
language:en
Short-container-title:International Journal of Mathematical Education in Science and Technology

Author:

Campbell Tye G.¹^ORCID,Hodges Tracey²^ORCID,Yeo Sheunghyun³^ORCID,Rich Erin⁴,Pate Kaleigh⁴

Affiliation:

1. School of Teacher Education & Leadership, Utah State University, Logan, UT, USA

2. The Empowering Advocate LLC, Rockdale, TX, USA

3. College of Education, Daegu National University of Education, Daegu, South Korea

4. Department of Curriculum & Instruction, The University of Alabama, Tuscaloosa, AL, USA

Publisher

Informa UK Limited

Subject

Applied Mathematics,Education,Mathematics (miscellaneous)

Link

https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2023.2212278

Reference42 articles.

1. Teachers’ Enactment of Content Literacy Strategies in Secondary Science and Mathematics Classes

2. The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers’ Mathematics Efficacy

3. Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. https://amte.net/sites/default/files/SPTM.pdf

4. Self-efficacy: Toward a unifying theory of behavioral change.

5. The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis

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