rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: impact of a constructivist framework on preservice teachers' number sense concepts and their beliefs and attitudes about the teaching and learning of mathematics
    sub title: an exploratory study
  name:
    name part: Majdalani, Mona Charly.
    role:
      role term: creator
  name:
    name part: Dockweiler, Clarence J.
    role:
      role term: degree supervisor.
  name:
    name part: Kracht, James B.
    role:
      role term: degree committee member.
  name:
    name part: Rollins, James H.
    role:
      role term: degree committee member.
  name:
    name part: Schielack, Jane F.
    role:
      role term: degree committee member.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: xx
    date issued: 1993
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xii, 143 leaves : illustrations ; 28 cm
  abstract: This study was designed to investigate the conceptual understanding of number sense of preservice teachers as it relates to their self-efficacy beliefs and attitudes about the teaching and learning of mathematics within a constructivist setting. Furthermore, the relationships between selected demographics collected on the preservice teachers and number sense, beliefs and attitudes were studied. The context for the implementation of the constructivist framework was an elementary mathematics methods course. The classroom implementation implied the adoption of a problem-centered, active student learning approach, whereby the teacher played a guiding role. The sample consisted of 22 preservice teachers in their last semester before student teaching. A one-group pretest-posttest design was used. Paired t -tests for correlated means were computed to compare the preservice teachers' scores on pre- and post-tests for self-efficacy beliefs, attitudes and number sense. Test results showed significant differences between pre- and post-test scores of preservice teachers on both the self-efficacy beliefs and the number sense instruments. There was no significant difference in the preservice teachers scores on attitudes toward mathematics. Preservice teachers characteristics of high school class size, high school class rank, high school GPA, number of high school math courses taken and the level, SAT scores, college GPA general, college GPA math and parents' educational level were compared to the scores on each of the tests using a Pearson-Product Moment Correlation. The significant interactions noted were the negative correlations between the number of math classes taken and the preservice teachers' change of beliefs, and also between their change of attitude and change in their conceptual understanding of number sense. The positive correlations observed were between their understanding of number sense and their attitudes at the onset of the course, also GPA general and their nu…
  note: Vita.
  note: "Major subject: Curriculum and Instruction."
  note: Includes bibliographical references.
  note: Ph. D. Texas A & M University 1993
  subject:
    topic: Mathematics
    topic: Study and teaching
  subject:
    topic: Mathematics teachers
    topic: Training of
  subject:
    topic: Mathematics teachers
    topic: Attitudes
  subject:
    topic: Major curriculum and instruction
  identifier: http://gateway.proquest.com/openurl
  identifier: http://proxy.library.tamu.edu/login
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    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://gateway.proquest.com/openurl
  record info:
    record content source: TXA
    record creation date: 950523
    record change date: 20200904152714.0
    record identifier: in00001233262
    language of cataloging:
      language term: eng