Following from the recommendations of the National Council of Teachers of Mathematics, an Investigative Approach (IA) to teaching mathematics encourages students to explore real-world problems through hands-on activities instead of focusing on rote memorization of facts, formulas, and procedures. This paper discusses thirty-two K-8 preservice teachers‘ responses to questions regarding excitements and concerns about using this method of teaching. Although most preservice teachers are excited about the prospects of using this approach in their future classrooms, some exhibit hesitations related to concerns about time constraints and their own math abilities. A mathematics methods course presently being taught that is centered around the ideas of IA is discussed, and recommendations for the use of IA in preservice math methods courses to help teachers overcome these concerns are made.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Wilkins, J. L. M.
"An Investigative Approach to Teaching Mathematics: Excitement and Concerns of K-8 Preservice Teachers,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 2
, Article 20.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol2/iss2/20