Beliefs about mathematics teaching held by preservice teachers involved in a first grade mentorship program
 Laura R. Van Zoest,
 Graham A. Jones,
 Carol A. Thornton
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The study compared beliefs about mathematics teaching of four preservice elementary teachers involved in an intervention experience with those of their noninvolved peers. During this intervention, which was based on a socioconstructivist approach to mathematics instruction, the intervention group participated in regular, smallgroup teaching experiences supported by ongoing seminars. The study also examined the relationship between professed beliefs and observed actions for the intervention group.
Although most preservice teachers in this study seemed to attach some importance to children building their own knowledge through social interaction, the intervention group professed significantly stronger beliefs in a socioconstructivist instructional environment than the comparison group. Even though the intervention group strongly espoused socioconstructivist beliefs, they were not uniformly successful in translating these beliefs into instructional actions. Their actions appeared to be most consistent with a socioconstructivist perspective during the initial phase of an instructional episode, but in later phases their actions reflected more traditional beliefs about teaching mathematics.
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 Title
 Beliefs about mathematics teaching held by preservice teachers involved in a first grade mentorship program
 Journal

Mathematics Education Research Journal
Volume 6, Issue 1 , pp 3755
 Cover Date
 19940701
 DOI
 10.1007/BF03217261
 Print ISSN
 10332170
 Online ISSN
 2211050X
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Authors

 Laura R. Van Zoest ^{(1)}
 Graham A. Jones ^{(2)}
 Carol A. Thornton ^{(2)}
 Author Affiliations

 1. Department of Mathematics and Statistics, Western Michigan University, USA
 2. Department of Mathematics, Illinois State University, USA