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Mathematics Student Teachers’ Views and Choices about Teaching and Textbooks in Middle and High School Classrooms
Gay, A. Susan Barry, Arlene L. Rothrock, Katrina S. Pelkey, Melissa M.
Gay, A. Susan
Barry, Arlene L.
Rothrock, Katrina S.
Pelkey, Melissa M.
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Abstract
A survey of 80 United States middle and high school mathematics student teachers gathered data on availability and use of textbooks and traditional and technology-supported instructional strategies. Findings about textbooks include (1) most classrooms had one or more textbook formats (print, digital or e-textbook) available but did not necessarily expect students to use the textbook; (2) some differences were noted when comparisons were made based on school location, size, and grade level; and (3) student teachers preferred the digital textbook format but there was also support for the print format. Analysis of student teachers’ self-reported use of instructional strategies, including a principal component analysis, revealed use of traditional teaching strategies and student-centered teaching. Student teachers’ views about how best to teach mathematics centered on themes of active learning and ways to meet students’ needs.
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2020
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Keywords
Mathematics, Textbooks, Instructional strategies, Student teachers
Citation
Gay, A.S., Barry, A.L., Rothrock, K.S., & Pelkey, M.M. (2020). Mathematics student teachers’ views and choices about teaching and textbooks in middle and high school classrooms. International Journal of Research in Education and Science (IJRES), 6(1), 120-132.