Journal article
Quantitatively Investigating the Effects of Multiple Strategies on Pre Services Teachers’ Mindset and Persistence
Journal of the Korean Society of Mathematical Education. Series D : Research in mathematical education, Vol.23(2), pp.113-133
06/2020
DOI: 10.7468/jksmed.2020.23.2.113
Abstract
P re service teachers PST are students who are developing their mindset, persistence, instructional practices, and perception of tasks from two perspectives: as current students and as futur e teachers. As part of a larger study with PST s engaged in a mindset intervention, this study quantitatively investigated PSTs mindset and persistence. During professional development (PD), PSTs engaged in multiple strategies (MS) tasks that promoted chang es to PSTs mindset and persistence. PSTs’ mindset pre and post PD were categorized after attending at least 4 interventions as fixed, mixed, or growth using the theory of intelligence , and their persistence as high or low using the Grit S Changes in cat egorization were noticed and explored for reasons of what could be done to make mindset interventions more effective such as consistently using challenging mathematics tasks with more open ended answers and focusing on discussion based mathematical lessons KCI Citation Count: 0
Details
- Title: Subtitle
- Quantitatively Investigating the Effects of Multiple Strategies on Pre Services Teachers’ Mindset and Persistence
- Creators
- Amanda Meiners - (Northwest Missouri State University)Kyong Mi Choi - (University of Virgina)Dae S. Hong - (University of Iowa)
- Resource Type
- Journal article
- Publication Details
- Journal of the Korean Society of Mathematical Education. Series D : Research in mathematical education, Vol.23(2), pp.113-133
- Publisher
- 한국수학교육학회
- DOI
- 10.7468/jksmed.2020.23.2.113
- ISSN
- 1226-6191
- eISSN
- 2287-9943
- Language
- English
- Date published
- 06/2020
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374231102771
Metrics
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