Becoming a Teacher of Mathematics to Elementary Students

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This paper discusses research on becoming a teacher of mathematics to elementary students. This is an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting the journey as a learner and teacher of mathematics for this pre-service teacher.

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18 p.

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Walker, Wynona & Tunks, Jeanne L. April 19, 2012.

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This paper is part of the collection entitled: UNT Scholarly Works and was provided by UNT Honors College to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 99 times . More information about this paper can be viewed below.

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This paper discusses research on becoming a teacher of mathematics to elementary students. This is an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting the journey as a learner and teacher of mathematics for this pre-service teacher.

Physical Description

18 p.

Notes

Abstract: This is an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting the journey as a learner and teacher of mathematics for this pre-service teacher. There is no hypothesis for this study, due to the qualitative nature of the research. Narrative data from sixteen weeks of communication about teaching and learning mathematics in the community served as data, which were analyzed for points of change from fear of mathematics to readiness to teach it to young children. Art as metaphor serves as pre and post representations of perception of math learning and teaching, with running narratives between as indicators of change. The findings show that due to research and experience on the Response to Intervention Model, assignments from a University of North Texas math methods course, and experience with tutoring elementary students in the pre-service field, reconciliation between math and the pre-service teacher occurs.

Ninth Annual University Scholars Day, 2012, Denton, Texas, United States.

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  • The Eagle Feather, 2012, Denton: University of North Texas. Honors College

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  • Publication Title: The Eagle Feather
  • Issue: 2012
  • Volume: 9
  • Peer Reviewed: Yes

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UNT Scholarly Works

Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

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Becoming a Teacher of Mathematics to Elementary Students [Presentation] (Presentation)

Becoming a Teacher of Mathematics to Elementary Students [Presentation]

Presentation for the 2012 University Scholars Day at the University of North Texas discussing research on becoming a teacher of mathematics to elementary students. The research is an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting the journey as a learner and teacher of mathematics for this pre-service teacher.

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Becoming a Teacher of Mathematics to Elementary Students [Presentation], ark:/67531/metadc93291

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  • April 19, 2012

Added to The UNT Digital Library

  • June 8, 2012, 10:10 a.m.

Description Last Updated

  • March 20, 2017, 12:13 p.m.

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Walker, Wynona & Tunks, Jeanne L. Becoming a Teacher of Mathematics to Elementary Students, paper, April 19, 2012; [Denton, Texas]. (digital.library.unt.edu/ark:/67531/metadc86189/: accessed October 19, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT Honors College.