Using an Integrated, Spiral-Based, Inquiry Approach in Mathematics and Science Methods Instruction

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The methods mathematics teachers use to teach their students have the potential to vastly influence how their students understand the discipline (Kelly, 2001). With the advent of reform curriculum, there has been a push for teachers to abandon lecture dominated instructional practices and to adopt more student-centered practices. In Creating Advocates: Building Preservice Teachers’ Confidence Using an Integrated, Spiral-Based, Inquiry Approach in Mathematics and Science Methods Instruction, Catherine Kelly explores the influence of the beliefs and attitudes of pre-service teachers about integrated, spiral-based, inquiry instruction in mathematics and science. Kelly began by explaining how an integrated, spiral-based, inquiry approach …show more content…
Therefore, she asserts that by ensuring that teachers have a positive outlook, developing and sustaining their students’ confidence and positive regard increases (Kelly, 2001). This progression in the literature justified the importance of Kelly’s study and guided her inquiry on whom to evaluate the efficacy of an integrated, spiral-based, inquiry approach to teaching mathematics and science. The literature that she used to guide her study was also from within the past ten years of when it was published. As previously mentioned, Kelly indicated the purpose of her study as measuring the impact of prior beliefs and knowledge about doing mathematics and science on how pre-service teachers teach these subjects and to measure if an integrated, spiral-based, inquiry approach to teaching can significantly raise the confidence in teaching these subjects. These research objectives specify how Kelly aims to study the influence of prior beliefs and a pedagogical approach on teaching and confidence, respectively, of a specific group, pre-service mathematics and science teachers. The study collected data from a 20 question pre- and posttest that was administered to a total of 83 pre-service teachers in a mathematics and science methods course over two consecutive semesters; the study was performed over two consecutive semesters to measure consistency. The tests were identical, sought to measure the attitudes and beliefs of

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