Using drawings to bridge the transition from student to future teacher of mathematics
Keywords:
Pre-Service Teacher Education, Teacher Attitude, Reflective DrawingAbstract
This study examines a group of prospective teachers’ reflections upon the way they were taught
(Set 1) and the way they want to teach (Set 2) through drawings which respectively describe
their past learning experiences as students and their future plans as teachers. The purpose of
this study is to identify: (a) the emerging themes that appear in each set of drawing data, (b) the
possible factors that influence prospective teachers’ drawings, and (c) the implications for
mathematics teacher educators. Overall, prospective teachers showed predominantly negative
or mixed feelings about their past experiences as mathematics students. In response to their
own past negative experiences and struggles, the prospective teachers tended to highlight
emotionally supportive classroom environment and versatile instructional teaching strategies in
their future plans. This study suggests that this activity of reflecting past experience and
planning future teaching assimilates prospective teachers’ identities as math students and math
teachers and provides a window into the thinking of others.
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References
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environment: A study of drawings. Environmental Education Research, 6(3), 205-222.
Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary
school teachers’ beliefs about mathematics and mathematics learning: Rationale and
development of a constructed-response-format beliefs survey. School Science and
Mathematics, 104(2), 56-70.
Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ orientations to
mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7,
191-119.
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher
education. Elementary School Journal, 90, 449-466.
Battista, M. T. (1999). The mathematical miseducation of America’s youth [Electronic version].
Phi Delta Kappan, 80(6), 424-433.
Burns, M. (1998). Math: Facing an American phobia. Math Solutions Publications.
Burton, M. (2012). What is math? Exploring the perception of elementary pre-service teachers.
IUMPST: The Journal, Vol 5 (Teacher Attribute). [www.k-12prep.math.ttu.edu]
Cooney, T. (1999). Conceptualizing teachers’ ways of knowing. Educational Studies in
Mathematics, 38, 163-187.
Doerr, H.M. & Lesh, R. (2003) A modeling perspective on teacher development. In R. Lesh &
H.M. Doerr (Eds.). Beyond constructivism: A models and modeling perspective on
mathematics problem solving, learning and teaching (pp.125-139). Hillsdale, NJ: Lawrence
Erlbaum.
Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D. & Agard, P. (1993). Conceptual
knowledge falls through the cracks: Complexities of learning to teach mathematics for
understanding. Journal for Research in Mathematics Education, 24(1), 8-40.
Finson, K. D. (2002). Drawing a scientist: What we do and do not know after fifty years of
drawings. School Science and Mathematics, 102(7), 335-345.
Frykholm, J. A. (1999). The impact of reform: Challenges for mathematics teacher preparation.
Journal of Mathematics Teacher Education, 2, 79-105.
Hinchey, P. H. (1998). Finding freedom in the classroom: A practical introduction to critical
theory. New York: Peter Lang.
Kendrick, M., & Mckay, R. (2004). Drawings as an alternative way of understanding young
children’s constructions of literacy. Journal of Early Childhood Literacy, 4(1), 109-128.
Langer, E. J. (1989). Mindfulness. Reading, MA: Addison-Wesley.
Lingren, J. & Bleicher, R. E. (2005). Learning the learning cycle: The differential effect on
elementary preservice teachers. School Science and Mathematics, 105(2), 61-72.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of
fundamental mathematics in China and the United States. Mahwah, NJ: Erlbaum.
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In
D.A. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp.575-
596). New York: Macmillan.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook.
Thousand Oaks, CA: Sage.
Mitchell, C., Theron, L., Stuart, J., Smith, A., & Campbell, Z. (2011). Drawing as research
method. In L. Theron et al (eds.), Picturing research: Drawing as visual methodology (pp. 19-
36). Rotterdam, Netherlands: Sense Publishers.
Munby, H., Russell, T., & Martin, A. (2001). Teachers’ knowledge and how it develops. In V.
Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp.877-904). Washington,
DC: American Educational Research Association.
National Council of Teacher of Mathematics. (2000). The principles and standards for school
mathematics. Reston, VA: NCTM.
Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in
mathematics , 36, 53 – 71.
Picker, S. H. & Berry, J. S. (2000). Investigating pupils’ images of mathematicians. Educational
Studies in Mathematics, 43(1), 65-94.
Rule, A. C. & Harrell, M. H. (2006). Symbolic drawings reveal changes in preservice teacher
mathematics attitudes after a mathematics methods course. School Science and
Mathematics, 106(6), 241-258.
Schoen, H. L., Fey, J. T., Hirsch, C. R., & Coxford, A. F. (1999). Issues and options in the math
wars. Phi Delta Kappan, 80(6), 444-453.
Schön, D. A. (1983). The reflective practitioner: Toward a new design for teaching and learning
in the professions. San Francisco: Jossey-Bass.
Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective.
Journal for Research in Mathematics Education, 26(2), 114-145.
Stodolsky, S. S. & Grossman, P. L. (2002). Changing students, changing teaching. Teachers
College Record, 102(1), 125-172.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for
developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publication.
Taylor, B.A., & Fraser, B.J.(2003). The influence of classroom environment on high school
students’ mathematics anxiety. (ERIC Document Reproduction Service No. ED 476644).
Thompson, A. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In
D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp.127-
146). New York: Macmillan.
Trice, A. D., & Ogden, E. D. (1986/87). Correlates of mathematics anxiety in first-year
elementary school teachers, Educational Research Quarterly, 11(3), 3-4.
Trujillo, K.M., & Hadfield, O.D. (1999). Tracing the roots of mathematics anxiety through indepth
interviews with preservice elementary teachers. College Student Journal, 33 (2), 219-
232.
Zambo, D. & Zambo, R. (2006). Using thought bubble pictures to assess students’ feelings
about mathematics. Mathematics Teaching in the Middle School, 12(1), 14-21.
environment: A study of drawings. Environmental Education Research, 6(3), 205-222.
Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary
school teachers’ beliefs about mathematics and mathematics learning: Rationale and
development of a constructed-response-format beliefs survey. School Science and
Mathematics, 104(2), 56-70.
Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ orientations to
mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7,
191-119.
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher
education. Elementary School Journal, 90, 449-466.
Battista, M. T. (1999). The mathematical miseducation of America’s youth [Electronic version].
Phi Delta Kappan, 80(6), 424-433.
Burns, M. (1998). Math: Facing an American phobia. Math Solutions Publications.
Burton, M. (2012). What is math? Exploring the perception of elementary pre-service teachers.
IUMPST: The Journal, Vol 5 (Teacher Attribute). [www.k-12prep.math.ttu.edu]
Cooney, T. (1999). Conceptualizing teachers’ ways of knowing. Educational Studies in
Mathematics, 38, 163-187.
Doerr, H.M. & Lesh, R. (2003) A modeling perspective on teacher development. In R. Lesh &
H.M. Doerr (Eds.). Beyond constructivism: A models and modeling perspective on
mathematics problem solving, learning and teaching (pp.125-139). Hillsdale, NJ: Lawrence
Erlbaum.
Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D. & Agard, P. (1993). Conceptual
knowledge falls through the cracks: Complexities of learning to teach mathematics for
understanding. Journal for Research in Mathematics Education, 24(1), 8-40.
Finson, K. D. (2002). Drawing a scientist: What we do and do not know after fifty years of
drawings. School Science and Mathematics, 102(7), 335-345.
Frykholm, J. A. (1999). The impact of reform: Challenges for mathematics teacher preparation.
Journal of Mathematics Teacher Education, 2, 79-105.
Hinchey, P. H. (1998). Finding freedom in the classroom: A practical introduction to critical
theory. New York: Peter Lang.
Kendrick, M., & Mckay, R. (2004). Drawings as an alternative way of understanding young
children’s constructions of literacy. Journal of Early Childhood Literacy, 4(1), 109-128.
Langer, E. J. (1989). Mindfulness. Reading, MA: Addison-Wesley.
Lingren, J. & Bleicher, R. E. (2005). Learning the learning cycle: The differential effect on
elementary preservice teachers. School Science and Mathematics, 105(2), 61-72.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of
fundamental mathematics in China and the United States. Mahwah, NJ: Erlbaum.
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In
D.A. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp.575-
596). New York: Macmillan.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook.
Thousand Oaks, CA: Sage.
Mitchell, C., Theron, L., Stuart, J., Smith, A., & Campbell, Z. (2011). Drawing as research
method. In L. Theron et al (eds.), Picturing research: Drawing as visual methodology (pp. 19-
36). Rotterdam, Netherlands: Sense Publishers.
Munby, H., Russell, T., & Martin, A. (2001). Teachers’ knowledge and how it develops. In V.
Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp.877-904). Washington,
DC: American Educational Research Association.
National Council of Teacher of Mathematics. (2000). The principles and standards for school
mathematics. Reston, VA: NCTM.
Newstead, K. (1998). Aspects of children’s mathematics anxiety. Educational Studies in
mathematics , 36, 53 – 71.
Picker, S. H. & Berry, J. S. (2000). Investigating pupils’ images of mathematicians. Educational
Studies in Mathematics, 43(1), 65-94.
Rule, A. C. & Harrell, M. H. (2006). Symbolic drawings reveal changes in preservice teacher
mathematics attitudes after a mathematics methods course. School Science and
Mathematics, 106(6), 241-258.
Schoen, H. L., Fey, J. T., Hirsch, C. R., & Coxford, A. F. (1999). Issues and options in the math
wars. Phi Delta Kappan, 80(6), 444-453.
Schön, D. A. (1983). The reflective practitioner: Toward a new design for teaching and learning
in the professions. San Francisco: Jossey-Bass.
Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective.
Journal for Research in Mathematics Education, 26(2), 114-145.
Stodolsky, S. S. & Grossman, P. L. (2002). Changing students, changing teaching. Teachers
College Record, 102(1), 125-172.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for
developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publication.
Taylor, B.A., & Fraser, B.J.(2003). The influence of classroom environment on high school
students’ mathematics anxiety. (ERIC Document Reproduction Service No. ED 476644).
Thompson, A. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In
D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp.127-
146). New York: Macmillan.
Trice, A. D., & Ogden, E. D. (1986/87). Correlates of mathematics anxiety in first-year
elementary school teachers, Educational Research Quarterly, 11(3), 3-4.
Trujillo, K.M., & Hadfield, O.D. (1999). Tracing the roots of mathematics anxiety through indepth
interviews with preservice elementary teachers. College Student Journal, 33 (2), 219-
232.
Zambo, D. & Zambo, R. (2006). Using thought bubble pictures to assess students’ feelings
about mathematics. Mathematics Teaching in the Middle School, 12(1), 14-21.
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Published
2017-08-04
How to Cite
Lee, J.-E., & Zeppelin, M. (2017). Using drawings to bridge the transition from student to future teacher of mathematics. International Electronic Journal of Elementary Education, 6(2), 333–346. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/48
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