“I am now confident”: academic service-learning as a context for addressing math anxiety in preservice teachers

作者: Heidi L. Hollingsworth , Mary Knight-McKenna

DOI: 10.1080/10901027.2018.1514337

关键词:

摘要: Children’s early numeracy knowledge predicts later academic performance, yet many children do not experience optimal math instruction. This study investigated the impact of service-learnin...

参考文章(45)
Indigo Esmonde, Kristen Pilner Blair, Shelley Goldman, Lee Martin, Osvaldo Jimenez, Roy Pea, Math I Am: What we learn from stories that people tell about math in their lives Springer, Dordrecht. pp. 7- 27 ,(2013) , 10.1007/978-94-007-4304-5_2
Gilbert Hunt, Nancy Ratcliff, Building Teacher-Family Partnerships: The Role of Teacher Preparation Programs. Education 3-13. ,vol. 129, pp. 495- 505 ,(2009)
Michael Kalinowski, Anne Dorsey, Beverly Gulley, Bill Dixon, Stacie G. Goffin, Steven Silvern, Marcy Guddemi, National Association for the Education of Young Children ,(1991)
Kathleen M. MacQueen, Emily E. Namey, Greg Guest, Applied Thematic Analysis ,(2011)
SARAh L. ASh, Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning. Journal of Applied Learning in Higher Education. ,vol. 1, pp. 25- 48 ,(2009)
Amy Noelle Parks, Anita A. Wager, What Knowledge is Shaping Teacher Preparation in Early Childhood Mathematics? Journal of Early Childhood Teacher Education. ,vol. 36, pp. 124- 141 ,(2015) , 10.1080/10901027.2015.1030520