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Download full textRaychaudhuri, Debasree – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2013
A typical pathway to become a credentialed mathematics teacher in a high school constitutes primarily of three parts; a bachelor's degree, subject matter competency, and the requisite professional education--courses and directed teaching. These are often delivered in a disconnected fashion with little attention given to the context. As…
Descriptors: Preservice Teacher Education, Mathematics Teachers, Secondary School Teachers, Secondary School Mathematics
Bonner, Emily P.; Ruiz, Elsa C.; Travis, Betty – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2013
Teacher content knowledge has been repeatedly linked to student achievement. Alternative Mathematics Teacher Education Programs are popular and prevalent, but do they prepare teachers with the content knowledge needed to teach secondary mathematics? This study reports on a quantitative analysis comparing scores between traditionally and…
Descriptors: Teacher Education Programs, Mathematics Education, Mathematics Teachers, Secondary School Mathematics
Cox, Dana C.; Chesler, Josh; Beisiegel, Mary; Kenney, Rachael; Newton, Jill; Stone, Jamalee – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2013
Capstone courses have been recommended as a way for pre-service secondary mathematics teachers (PSMT) to connect the mathematics they learn in university to the mathematics they will teach in high schools. However, not much is known about the nature of these courses in the U.S. Through a survey of departments of mathematics and education, the…
Descriptors: Guidelines, Mathematics Education, Mathematics Teachers, Teacher Education
Mgombelo, Joyce; Buteau, Chantal – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2012
This paper discusses the results of a pilot study that explored how prospective secondary school teachers are shaped by learning experiences during their undergraduate mathematics education. The collaborative study, which was conducted by a mathematician and a mathematics educator, drew from the experiences of prospective teachers in a…
Descriptors: Testing, Mathematics Education, Mathematics Instruction, Focus Groups
Bukova-Guzel, Esra; Canturk-Gunhan, Berna – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2011
The purpose of the study is to determine prospective mathematics teachers' views about using computer-based instructional materials in constructing mathematical concepts and to reveal how the sample computer-based instructional materials for different mathematical concepts altered their views. This is a qualitative study involving twelve…
Descriptors: Instructional Materials, Foreign Countries, Mathematical Concepts, Concept Teaching
Flores, Margaret M.; Patterson, DaShaunda; Shippen, Margaret E.; Hinton, Vanessa; Franklin, Toni M. – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2010
The purpose of this study was to conduct a survey of special education and general education teachers' mathematical skill and perception of competence. The participants (n=206) were current (n-32) or future (n=174) elementary (K-6) and middle level (4-8) general and special education teachers enrolled in two major state universities in the…
Descriptors: General Education, Special Education Teachers, Mathematics Skills, Mathematics Instruction
Burns, Barbara A. – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2010
The history of mathematics is an important component in the learning of mathematics. This study examines how pre-service teachers view the role of history of mathematics in the high school curriculum. Quantitative and qualitative methods were used. Results showed significant changes in beliefs about how the history of mathematics should be…
Descriptors: History, Methods, Secondary School Curriculum, Mathematics
Wilburne, Jane M.; Long, Michael – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2010
Seventy secondary mathematics pre-service teachers from two universities were assessed on their content knowledge, vocabulary knowledge, and their perceived confidence in teaching the content addressed on the eleventh grade state assessment. The results indicate the pre-service teachers had significant content weakness in data analysis, algebra,…
Descriptors: Preservice Teachers, Knowledge Level, Mathematics Education, Data Analysis
Varghese, Thomas – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2009
Recent reforms in mathematics education have led to an increased emphasis on proof and reasoning in mathematics curricula. The National Council of Teachers of Mathematics highlights the important role that teachers' knowledge and beliefs play in shaping students' understanding of mathematics, their confidence in and outlook on mathematics…
Descriptors: Student Teachers, Mathematics Education, Mathematical Logic, Mathematical Concepts
Yow, Jan A. – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2009
An exploratory research approach is used to characterize the experience of two second year high school mathematics teachers in their teacher preparation programs: one graduated from a four-year undergraduate program while the other graduated from a fifth-year masters program. The two main forms of data collection included interviews and document…
Descriptors: Teacher Education Programs, Masters Programs, Mathematics Teachers, Teacher Attitudes
Latterell, Carmen M. – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2008
Reform in secondary mathematics education has created changes regarding how to educate teachers. It is time to check the result of such changes. This study provides a snapshot look at the commonalities of ten pre-service teachers in regards to their mathematics knowledge and their attitudes about mathematics and mathematics education. Four themes…
Descriptors: Mathematics Education, Educational Change, Mathematics Teachers, Secondary School Teachers
Van Voorst, Conrad – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2004
Three key features of a proposed capstone mathematics course for the preparation of teachers at the secondary level are: 1) teacher candidates examine concepts from the curriculum at a deeper level in the context of rich problems; 2) they investigate common themes in the math curriculum, such as shape and change, then collaborate on and present…
Descriptors: Curriculum, Mathematics Teachers, Teacher Education, Mathematics Education
