A Longitudinal Assessment of Teacher Candidates' Attitudes and Beliefs in a
Reform-Based Mathematics and Science Teacher Preparation Program
J. Randy McGinnis
The Science Teaching Center
Department of Curriculum & Instruction
Room 2226 Benjamin
University of Maryland
College Park, Maryland 20742
Center for Mathematics Learning
Department of Curriculum &Instruction
University of Maryland
College Park, Maryland 20742
Department of Mathematics
Towson, Maryland 21204
A poster session presented at the annual meeting of the meeting of the National Association for Research in Science Teaching, San Diego, California, April 19--April 22, 1998.
The preparation of this manuscript was supported in part by a grant from the National Science Foundation
(Cooperative Agreement No. DUE 9255745).
Do MCTP teacher candidates' attitudes toward and beliefs about mathematics and science change over time as they participate in the MCTP?
American Association for the Advancement of Science (1993). Benchmarks for Science Literacy. New York: Oxford University Press.
Ball, Deborah L. (1990a). Breaking with experience in learning to teach mathematics: The role of a preservice methods course. For the Learning of Mathematics, 10(2), 10-16.
Ball, D.L. (1990b). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449-466.
Brickhouse, N. W. (1989). The teaching of philosophy of science in secondary classrooms: Case studies of teachers' personal theories. International Journal of Science Education, 11(4), 437-449.
Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53-62.
Cobb, P. (1988). The tension between theories of learning and instruction in mathematics education. Educational Psychologist, 23(2), 87-103.
Dillman, D. A. (1978). Mail and telephone surveys: The total design method. New York: John Wiley & Sons.
Driver (1989). The construction of scientific knowledge in school classrooms. In R. Miller (Ed.) Doing science: Images of science in science education. London: Falmer Press.
Huling-Austin, L. (1990). Teacher induction programs and internships. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 535-548). New York: Maxmillan.
Lederman, N.G. (1992). Students' and teachers' conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
Maryland Collaborative for Teacher Preparation (1996). Remarks for December 9, 1996 NSF Review. Unpublished manuscript. University of Maryland, College Park.
McGinnis, J.R., Kramer,S., Roth-McDuffie, A. & Watanabe, T. (1998, April). Charting the attitude and belief journeys of teacher candidates in a reform-based mathematics and science teacher preparation program. A contributed paper presented at the annual meeting of the American Educational Research Association, San Diego, California.
McGinnis, J. R., Watanabe, T., Shama, G., & Graeber, A. (1997, March).
Development of an instrument to measure teacher candidates' attitudes and beliefs about a and science. A paper presented at the National Association for Research in Science Teaching, Oak Brook, Illinois. (ERIC Document Reproduction Service No.ED406201).
McGinnis, J. R., Shama, G., Graeber, A., & Watanabe, T. (1997, March). The assessment of elementary/middle level candidates' attitudes and beliefs about the nature of and the teaching of mathematics and science. A paper presented at the American Educational Research Association, Chicago, Illinois. (ERIC Document Reproduction Service No. ED 407235).
Moreiri, C. (1991). Teachers' attitudes towards mathematics and mathematics teaching: Perspectives across two countries. Presented at and published in Proceedings of PME-15: The Fifteenth Conference of the Psychology of Mathematics Education. Vol. II. Italy, Assisi., 17-24.
National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics. Reston, VA: Author.
National Research Council (1996). National Science Education Standards. Washington, D. C. : National Academy Press.
National Science Foundation (1993). Proceedings of the National Science Foundation Workshop on the role of faculty from scientific disciplines in the undergraduate education of future science and mathematics teachers. (NSF 93-108). Washington, D.C.: National Science Foundation.
Peterson, P. L., Fennema, E., Carpenter, T. P., and Loef, M. (1989). Teacher's pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1-40.
Schoenfeld, A. H., (1985). Mathematical problem solving. Orlando, Florida: Academic Press.
Schoenfeld, A. H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(40), 338-355.
Silver, E. A. (1985). Research on teaching mathematical problem-solving: Some under represented themes and directions. In E. A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 247-266). Hillsdale, New Jersey: Lawrence Erlbaum.
Thompson, A.G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D.A. Grouws (Ed.), Handbook of research on mathematics Teaching and Learning (127-146). New York: Macmillan.
Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. White (Ed.), Handbook of research on science teaching and learning (pp. 45-93 New York: Macmillan Publishing Company.
Watanabe, T., McGinnis, J.R., & Roth-McDuffie, A. (1996, April). Modeling reform-style teaching in a college mathematics class from the perspectives of professor and students. A contributed paper presented at the annual meeting of the American Educational Research Association, New York City, New York.
von Glasersfeld, E. (1987). Learning as a constructivist activity. In C. Janvier (Ed.) Problems of representation in the teaching and learning of mathematics. Hillsdale, New Jersey: Lawrence Erlbaum.
von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80 (1), 121-140.
Figure 1. Change over time in mean beliefs about the nature of mathematics and science.
Figure 2. Change over time in mean attitudes towards mathematics and science.
Figure 3. Change over time in mean beliefs about the teaching mathematics and science.
Figure 4. Change over time in mean attitudes toward using technology to teach mathematics and science.
Figure 5. Change over time in mean attitudes towards teaching mathematics and science.