Middle-level preservice mathematics teachers' mental representations of classroom floor plans

This study reports the results of an innovative assignment in which preservice teachers' mental representations were examined through drawing floor plans of an "ideal middle-level mathematics classroom." The 41 middle-level mathematics preservice teachers created two floor plans, one...

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Bibliographic Details
Published in:Teaching education (Columbia, S.C.) S.C.), 2012-12, Vol.23 (4), p.429-450
Main Authors: Matteson, Shirley M., Ganesh, Bibi S., Coward, Fanni L., Patrick, Patricia
Format: Article
Language:English
Subjects:
Beginning teachers
Classroom Design
Classroom Environment
Cognitive Style
Educational Technology
floor plans
Freehand Drawing
Hands on Science
Inquiry
Interpersonal Relationship
mathematics education
Mathematics Instruction
Mathematics teachers
mental representations
Middle school education
Middle Schools
Preservice Teachers
Space Utilization
Student Needs
teacher identity
Teaching
United States (Southwest)
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Summary:This study reports the results of an innovative assignment in which preservice teachers' mental representations were examined through drawing floor plans of an "ideal middle-level mathematics classroom." The 41 middle-level mathematics preservice teachers created two floor plans, one at the beginning of the semester and the other for the course final. An essay was also submitted describing how the final floor plan addressed the National Council of Teachers of Mathematics principle of Teaching. Participants designed and described floor plans that encouraged the use of inquiry and hands-on activities and technology as instructional strategies, focused on student learning styles and individual needs, established a comfortable, organized and safe learning environment, demonstrated flexibility in grouping strategies, and encouraged communication between peers and with the teacher. The essays also suggest that the preservice teachers' emerging teacher identity was influenced by professional experiences such as field placements and peer lessons.
ISSN:1047-6210
1470-1286
DOI:10.1080/10476210.2012.672407