Araştırma Makalesi
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Relationship Between Classroom Management Beliefs and Ethical Sensitivity Levels of Preservice Elementary Mathematics Teachers

Yıl 2019, Cilt: 8 Sayı: 2, 131 - 155, 31.08.2019

Gülnar Özyıldırım Feride Özyıldırım Gümüş

Öz

This correlational survey study aims to determine classroom management beliefs and ethical sensitivity levels of prospective elementary mathematics teachers, to examine them in terms of various variables and to find out the relationship between these two concepts. Data were collected through the Attitudes and Beliefs on Classroom Control Scale and Ethical Sensitivity Scale from a convenience sample of 169 prospective elementary mathematics teachers. According to the results, both female and male prospective teachers are closer to the interactionalist approach in terms of classroom management. However, female prospective teachers tended to be more interactionist in the people management dimension. There were also significant differences in terms of grade level. Additionally, the participants reported a high ethical sensitivity, except for “preventing social bias” dimension. Finally, some relations were observed between the dimensions of two scales at the end of the study. These relations can guide educators in training effective and ethical teachers.

Anahtar Kelimeler

ethical sensitivity classroom management beliefs

Teşekkür

A part of this study was presented as an oral presentation at The 12th International Congress on Educational Administration in 11-13 May 2017 Kızılcahamam-Ankara/TURKEY

Kaynakça

  • Akgül, A., & Çevik, O. (2003). İstatiksel analiz teknikleri, SPSS’te işletme yönetimi uygulamaları [Statistical analysis techniques, Business management applications in SPSS]. Ankara: Emek Ofset.
  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155-173.
  • Bergem, T. (1986). Teachers' thinking and behavior. An empirical study of the role of social sensitivity and moral reasoning in the teaching performance of student teachers. Scandinavian Journal of Educational Research, 30(4), 193-203.
  • Bosch, K. (2006). Planning Classroom management: a five-step process to creating a positive learning environment. Thousand Oaks, CA: Corwin Press.
  • Brabeck, M., Rogers, L., Sirin, S., Handerson, J., Benvenuto, M., Weaver, M., & Ting, K. (2000). Increasing Ethical Sensitivity to Racial and Gender Intolerance in Schools: Development of the Racial Ethical Sensitivity Test. Ethics & Behavior, 10(2), 119-137.
  • Burden, P. (2006). Classroom management: Creating a successful K-12 learning community. Hoboken, NJ: Wiley.
  • Buzzelli, C. A., & Johnston, B. (2002). The moral dimensions of teaching: Language, power, and culture in classroom interaction. New York: Routledge Falmer.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social science]. Ankara: Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi Yayıncılık.
  • Campbell, E. (2003). The ethical teacher. Maidenhead, UK: Open University Press McGraw-Hill.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 584-594.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları [SPSS and LISREL applications of multivariate statistics for social sciences]. Ankara: Pegem Akademi Yayıncılık.
  • Erdem, A. R., & Şimşek, S. (2013). Öğretmenlik meslek etiğinin irdelenmesi [Evaluation of teacher professional ethics]. Adiyaman University Journal of Social Sciences, 6(15), 185-203.Erdena, F., & Wolfgang, C. H. (2004). An exploration of the differences in prekindergarten, kindergarten, and first grade teachers' beliefs related to discipline when dealing with male and female students. Early Child Development and Care, 174(1), 3-11.
  • Fedeles, M. (1993). The Teachers’ Concerns Questionnaire: The Development and Validation of a Measure of High School Teachers’ Moral Sensitivity (Unpublished doctoral dissertation). The Technical University of Kosice, Slovakia.
  • Frankel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education. New York: McGraw Hill.
  • Gencer, A. S., & Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23(5), 664-675.
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (4 edition). Boston, USA: Allyn & Bacon.
  • Gholami, K., & Tirri, K. (2012). The Cultural Dependence of the Ethical Sensitivity Scale Questionnaire: The Case of Iranian Kurdish Teachers. Education Research International, 1-9. Retrieved 10 January 2019 from https://scholar.google.com.tr/scholar?hl=tr&as_sdt=0%2C5&q=The+Cultural+Dependence+of+the+Ethical+Sensitivity+Scale+Questionnaire&btnG=
  • Glickman, C. D., & Tamashiro, R. T. (1980). Clarifying teachers’ beliefs about discipline. Educational Leadership, 37(6), 459-464.
  • Gürçay, D. (2015). Preservice Physics Teachers’ Beliefs Regarding Their Teacher Efficacy and Classroom Management. Procedia-Social and Behavioral Sciences, 197, 1101-1106.
  • Hall, G. E., Quinn, L. F., & Gollnick, D. M. (Eds.). (2017). The Handbook of Teaching and Learning. NJ: John Wiley&Sons.
  • Hanhimäki, E., & Tirri, K. (2009). Education for ethically sensitive teaching in critical incidents at school. Journal of Education for Teaching, 35(2), 107-121.
  • Hebert, P. C., Meslin, E. M., & Dunn, E. V. (1992). Measuring the ethical sensitivity of medical students: a study at the University of Toronto. Journal of medical ethics, 18(3), 142-147.
  • Kuusisto, E., Tirri, K., & Rissanen, I. (2012). Finnish teachers’ ethical sensitivity. Education Research International, 2012, 1-Retrievedrived 2 January 2019 from https://scholar.google.com.tr/scholar?hl=tr&as_sdt=0%2C5&q=Finnish+teachers’+ethical+sensitivity.+&btnG=
  • Laut, J. (1999). Classroom management: Beliefs of preservice teachers and classroom teachers concerning classroom management styles. Paper presented at the fall meeting of the Teachers’ Education Conference, Charleston, SC. Retrieved 27 December 2018 from https://eric.ed.gov/?id=ED445815.
  • Marsh, H. W. & Hocevar, D. A (1998). New more powerful approach to multitrait-multimethod analyses: Application of second-order confirmatory factor analysis. Journal of Applied Psychology. 73, 107-117.
  • Martin, N. K., & Baldwin, B. (1992). Beliefs regarding classroom management style: The differences between preservice and experienced teachers. Paper presented at the annual meeting of the Mid-South Educational Research Association, Knoxville, TN. Retrieved 27 December 2018 from https://eric.ed.gov/?id=ED355213.
  • Martin, N. K., & Baldwin, B. (1994). Beliefs Regarding Classroom Management Style: Differences between Novice and Experienced Teachers. Paper presented at the Annual Conference of the Southwest Educational Research Association. San Antonio, TX. Retrieved 27 December 2018 from https://eric.ed.gov/?id=ED387471.
  • Martin, N. K., & Sass, D. A. (2010). Construct validation of the behavior and instructional management scale. Teaching and Teacher Education, 26(5), 1124-1135.
  • Martin, N. K., & Yin, Z. (1997). Attitudes and beliefs regarding classroom management style: Differences between male & female teachers. Paper presented at the annual meeting of the Southwest Educational Research Association, Austin, TX. Retrieved 24 December 2018 from https://eric.ed.gov/?id=ED404738.
  • Martin, N., Yin, Z., & Baldwin, B. (1997). Beliefs regarding classroom management style: Differences between male and female, urban and rural secondary level teachers. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Retrieved 24 December 2018 from https://eric.ed.gov/?id=ED408136.
  • Martin, N. K., Yin, Z., & Baldwin, B. (1998). Classroom management training, class size and graduate study: Do these variables impact teachers’ beliefs regarding classroom management style? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Retrieved 24 December 2018 from https://eric.ed.gov/?id=ED420671.
  • Martin, N., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the annual conference of the Southwest Educational Research Association. Austin, TX. Retrieved 23 December 2018 from https://eric.ed.gov/?id=ED494050.
  • Martin, N. K., Yin, Z. & Mayall, H. (2008). The attitudes & beliefs on classroom control inventory-revised and revisited: A continuation of construct validation. Journal of Classroom Interaction, 42/2, 11–20. Retrieved 1 January 2019 from https://files.eric.ed.gov/fulltext/EJ829001.pdf.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandra, VA: ASCD.
  • Ming-tok, H. &Wai-shing, L. (2008). Classroom Management Creating A Positive Learning Environment. Hong Kong: Hong Kong University Press.
  • Narvaez, D. Endicott, L., Bock, T. & Mitchell, C. (2001). Ethical sensitivity. Activity booklet 1 Retrieved 2 February 2019 from https://cee.nd.edu/curriculum/documents/actbklt1.pdf
  • Osguthorpe, R. D. (2008). On the reasons we want teachers of good disposition and moral character. Journal of Teacher Education, 59(4), 288-299.
  • Ottekin-Demirbolat, A., & Aslan, H. (2014). An Analysis of Ethical Sensitivity of Primary and Secondary Schools in Relation with Students Based On Some Variables (Case of Sinop Province) Journal of Educational Sciences Research, 4(1), 187-206.
  • Ozdogan, F. B., & Eser, Z. (2007). Ethical sensitivity of college students in a developing country: do demographic factors matter?. Journal of Teaching in International Business, 19(1), 83-99.
  • Rest, J. R. (1982). A psychologist looks at the teaching of ethics. Hastings Center Report, 12(1), 29-36.
  • Rosas, C., & West, M. (2009). Teachers Beliefs About Classroom Management: Preservice and Inservice Teachers' Beliefs About Classroom Management. International Journal of Applied Educational Studies, 5(1), 54-61.
  • Sass, D. A., Lopes, J., Oliveira, C., & Martin, N. K. (2016). An evaluation of the behavior and instructional management scale's psychometric properties using Portuguese teachers. Teaching and Teacher Education, 55, 279-290.
  • Savran, A., & Çakıroğlu, J. (2004). Preservice science teachers' orientations to classroom management. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 124-130.
  • Savran, A. (2002). Preservice science teachers’ efficacy beliefs regarding science teaching and their classroom management beliefs. (Master’s thesis). Middle East Technical University, Ankara.
  • Seçer, İ. (2015). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma [Practical data analysis with SPSS and LISREL: Analysis and reporting]. Ankara: Anı Yayıncılık.
  • Sokal, L., Smith, D. G., & Mowat, H. (2003). Alternative certification teachers' attitudes toward classroom management. The High School Journal, 86(3), 8-16.
  • Svara, J. H. (2007). The Ethics Primer for Public Administrators in Government and Nonprofit Organizations. Sudbury, MA: Jones and Bartlett.
  • Tirri, K., & Nokelainen, P. (2007). Comparison of academically average and gifted students' self-rated ethical sensitivity. Educational Research and Evaluation, 13(6), 587-601.
  • Williams, K. (2009). Elementary Classroom Management: A Student- Centered Approach to Leading and Learning. Sage Publications, Thousand Oaks, CA.
  • Wolfgang, C. H., & Wolfgang, M. E. (1995). The three faces of discipline for early childhood: Empowering teachers and students. Boston: Allyn & Bacon.
  • Zubay, B., & Soltis, J. F. (2005). Creating the ethical school: A book of case studies. New York: Teachers College Press.

Yıl 2019, Cilt: 8 Sayı: 2, 131 - 155, 31.08.2019

Gülnar Özyıldırım Feride Özyıldırım Gümüş

Öz

Kaynakça

  • Akgül, A., & Çevik, O. (2003). İstatiksel analiz teknikleri, SPSS’te işletme yönetimi uygulamaları [Statistical analysis techniques, Business management applications in SPSS]. Ankara: Emek Ofset.
  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155-173.
  • Bergem, T. (1986). Teachers' thinking and behavior. An empirical study of the role of social sensitivity and moral reasoning in the teaching performance of student teachers. Scandinavian Journal of Educational Research, 30(4), 193-203.
  • Bosch, K. (2006). Planning Classroom management: a five-step process to creating a positive learning environment. Thousand Oaks, CA: Corwin Press.
  • Brabeck, M., Rogers, L., Sirin, S., Handerson, J., Benvenuto, M., Weaver, M., & Ting, K. (2000). Increasing Ethical Sensitivity to Racial and Gender Intolerance in Schools: Development of the Racial Ethical Sensitivity Test. Ethics & Behavior, 10(2), 119-137.
  • Burden, P. (2006). Classroom management: Creating a successful K-12 learning community. Hoboken, NJ: Wiley.
  • Buzzelli, C. A., & Johnston, B. (2002). The moral dimensions of teaching: Language, power, and culture in classroom interaction. New York: Routledge Falmer.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social science]. Ankara: Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi Yayıncılık.
  • Campbell, E. (2003). The ethical teacher. Maidenhead, UK: Open University Press McGraw-Hill.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 584-594.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları [SPSS and LISREL applications of multivariate statistics for social sciences]. Ankara: Pegem Akademi Yayıncılık.
  • Erdem, A. R., & Şimşek, S. (2013). Öğretmenlik meslek etiğinin irdelenmesi [Evaluation of teacher professional ethics]. Adiyaman University Journal of Social Sciences, 6(15), 185-203.Erdena, F., & Wolfgang, C. H. (2004). An exploration of the differences in prekindergarten, kindergarten, and first grade teachers' beliefs related to discipline when dealing with male and female students. Early Child Development and Care, 174(1), 3-11.
  • Fedeles, M. (1993). The Teachers’ Concerns Questionnaire: The Development and Validation of a Measure of High School Teachers’ Moral Sensitivity (Unpublished doctoral dissertation). The Technical University of Kosice, Slovakia.
  • Frankel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education. New York: McGraw Hill.
  • Gencer, A. S., & Cakiroglu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23(5), 664-675.
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (4 edition). Boston, USA: Allyn & Bacon.
  • Gholami, K., & Tirri, K. (2012). The Cultural Dependence of the Ethical Sensitivity Scale Questionnaire: The Case of Iranian Kurdish Teachers. Education Research International, 1-9. Retrieved 10 January 2019 from https://scholar.google.com.tr/scholar?hl=tr&as_sdt=0%2C5&q=The+Cultural+Dependence+of+the+Ethical+Sensitivity+Scale+Questionnaire&btnG=
  • Glickman, C. D., & Tamashiro, R. T. (1980). Clarifying teachers’ beliefs about discipline. Educational Leadership, 37(6), 459-464.
  • Gürçay, D. (2015). Preservice Physics Teachers’ Beliefs Regarding Their Teacher Efficacy and Classroom Management. Procedia-Social and Behavioral Sciences, 197, 1101-1106.
  • Hall, G. E., Quinn, L. F., & Gollnick, D. M. (Eds.). (2017). The Handbook of Teaching and Learning. NJ: John Wiley&Sons.
  • Hanhimäki, E., & Tirri, K. (2009). Education for ethically sensitive teaching in critical incidents at school. Journal of Education for Teaching, 35(2), 107-121.
  • Hebert, P. C., Meslin, E. M., & Dunn, E. V. (1992). Measuring the ethical sensitivity of medical students: a study at the University of Toronto. Journal of medical ethics, 18(3), 142-147.
  • Kuusisto, E., Tirri, K., & Rissanen, I. (2012). Finnish teachers’ ethical sensitivity. Education Research International, 2012, 1-Retrievedrived 2 January 2019 from https://scholar.google.com.tr/scholar?hl=tr&as_sdt=0%2C5&q=Finnish+teachers’+ethical+sensitivity.+&btnG=
  • Laut, J. (1999). Classroom management: Beliefs of preservice teachers and classroom teachers concerning classroom management styles. Paper presented at the fall meeting of the Teachers’ Education Conference, Charleston, SC. Retrieved 27 December 2018 from https://eric.ed.gov/?id=ED445815.
  • Marsh, H. W. & Hocevar, D. A (1998). New more powerful approach to multitrait-multimethod analyses: Application of second-order confirmatory factor analysis. Journal of Applied Psychology. 73, 107-117.
  • Martin, N. K., & Baldwin, B. (1992). Beliefs regarding classroom management style: The differences between preservice and experienced teachers. Paper presented at the annual meeting of the Mid-South Educational Research Association, Knoxville, TN. Retrieved 27 December 2018 from https://eric.ed.gov/?id=ED355213.
  • Martin, N. K., & Baldwin, B. (1994). Beliefs Regarding Classroom Management Style: Differences between Novice and Experienced Teachers. Paper presented at the Annual Conference of the Southwest Educational Research Association. San Antonio, TX. Retrieved 27 December 2018 from https://eric.ed.gov/?id=ED387471.
  • Martin, N. K., & Sass, D. A. (2010). Construct validation of the behavior and instructional management scale. Teaching and Teacher Education, 26(5), 1124-1135.
  • Martin, N. K., & Yin, Z. (1997). Attitudes and beliefs regarding classroom management style: Differences between male & female teachers. Paper presented at the annual meeting of the Southwest Educational Research Association, Austin, TX. Retrieved 24 December 2018 from https://eric.ed.gov/?id=ED404738.
  • Martin, N., Yin, Z., & Baldwin, B. (1997). Beliefs regarding classroom management style: Differences between male and female, urban and rural secondary level teachers. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Retrieved 24 December 2018 from https://eric.ed.gov/?id=ED408136.
  • Martin, N. K., Yin, Z., & Baldwin, B. (1998). Classroom management training, class size and graduate study: Do these variables impact teachers’ beliefs regarding classroom management style? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Retrieved 24 December 2018 from https://eric.ed.gov/?id=ED420671.
  • Martin, N., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the annual conference of the Southwest Educational Research Association. Austin, TX. Retrieved 23 December 2018 from https://eric.ed.gov/?id=ED494050.
  • Martin, N. K., Yin, Z. & Mayall, H. (2008). The attitudes & beliefs on classroom control inventory-revised and revisited: A continuation of construct validation. Journal of Classroom Interaction, 42/2, 11–20. Retrieved 1 January 2019 from https://files.eric.ed.gov/fulltext/EJ829001.pdf.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandra, VA: ASCD.
  • Ming-tok, H. &Wai-shing, L. (2008). Classroom Management Creating A Positive Learning Environment. Hong Kong: Hong Kong University Press.
  • Narvaez, D. Endicott, L., Bock, T. & Mitchell, C. (2001). Ethical sensitivity. Activity booklet 1 Retrieved 2 February 2019 from https://cee.nd.edu/curriculum/documents/actbklt1.pdf
  • Osguthorpe, R. D. (2008). On the reasons we want teachers of good disposition and moral character. Journal of Teacher Education, 59(4), 288-299.
  • Ottekin-Demirbolat, A., & Aslan, H. (2014). An Analysis of Ethical Sensitivity of Primary and Secondary Schools in Relation with Students Based On Some Variables (Case of Sinop Province) Journal of Educational Sciences Research, 4(1), 187-206.
  • Ozdogan, F. B., & Eser, Z. (2007). Ethical sensitivity of college students in a developing country: do demographic factors matter?. Journal of Teaching in International Business, 19(1), 83-99.
  • Rest, J. R. (1982). A psychologist looks at the teaching of ethics. Hastings Center Report, 12(1), 29-36.
  • Rosas, C., & West, M. (2009). Teachers Beliefs About Classroom Management: Preservice and Inservice Teachers' Beliefs About Classroom Management. International Journal of Applied Educational Studies, 5(1), 54-61.
  • Sass, D. A., Lopes, J., Oliveira, C., & Martin, N. K. (2016). An evaluation of the behavior and instructional management scale's psychometric properties using Portuguese teachers. Teaching and Teacher Education, 55, 279-290.
  • Savran, A., & Çakıroğlu, J. (2004). Preservice science teachers' orientations to classroom management. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 124-130.
  • Savran, A. (2002). Preservice science teachers’ efficacy beliefs regarding science teaching and their classroom management beliefs. (Master’s thesis). Middle East Technical University, Ankara.
  • Seçer, İ. (2015). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma [Practical data analysis with SPSS and LISREL: Analysis and reporting]. Ankara: Anı Yayıncılık.
  • Sokal, L., Smith, D. G., & Mowat, H. (2003). Alternative certification teachers' attitudes toward classroom management. The High School Journal, 86(3), 8-16.
  • Svara, J. H. (2007). The Ethics Primer for Public Administrators in Government and Nonprofit Organizations. Sudbury, MA: Jones and Bartlett.
  • Tirri, K., & Nokelainen, P. (2007). Comparison of academically average and gifted students' self-rated ethical sensitivity. Educational Research and Evaluation, 13(6), 587-601.
  • Williams, K. (2009). Elementary Classroom Management: A Student- Centered Approach to Leading and Learning. Sage Publications, Thousand Oaks, CA.
  • Wolfgang, C. H., & Wolfgang, M. E. (1995). The three faces of discipline for early childhood: Empowering teachers and students. Boston: Allyn & Bacon.
  • Zubay, B., & Soltis, J. F. (2005). Creating the ethical school: A book of case studies. New York: Teachers College Press.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Gülnar Özyıldırım 0000-0003-3768-0516

Feride Özyıldırım Gümüş 0000-0002-1149-0039

Yayımlanma Tarihi 31 Ağustos 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 8 Sayı: 2

Kaynak Göster

APA Özyıldırım, G., & Özyıldırım Gümüş, F. (2019). Relationship Between Classroom Management Beliefs and Ethical Sensitivity Levels of Preservice Elementary Mathematics Teachers. Journal of Teacher Education and Educators, 8(2), 131-155.