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ERIC Number: ED430930
Record Type: RIE
Publication Date: 1999-Apr-23
Pages: 29
Abstractor: N/A
The Impact of an Innovative User-Friendly Mathematics Program on Preservice Teachers' Attitudes Toward Mathematics.
Gibson, Helen L.; Brewer, Lauren K.; Magnier, Jean-Marie; McDonald, James A.; Van Strat, Georgena A.
This study gathered information about the impact of mathematics courses designed for paraeducators enrolled in an Urban Preservice Degree Articulation in Teacher Education (UPDATE) program. The goal was for paraeducators to complete mathematics courses with a passing grade, to experience mathematics content using constructivist instructional approaches, and to improve their attitudes toward mathematics. During summer 1998, 22 UPDATE scholars enrolled in Algebra I, a precollege developmental mathematics course. After successfully completing this course, 21 of the paraeducators enrolled in Algebra II, another developmental course. During Fall 1998, 16 of the paraeducators who completed Algebra II enrolled in their first college-level mathematics course, Math for Early Childhood/Elementary Teachers. Researchers administered an attitudinal survey and an instructional strategy survey. Pre and post scores on the attitudinal survey were analyzed for any significant change in paraeducators' attitudes toward mathematics. The instructional survey was administered at the end of the course to collect information about teaching methods used and to learn how these methods impacted learning. A focus group suggested that the use of manipulatives, hands-on activities, and cooperative learning groups helped UPDATE scholars learn mathematics. The surveys suggested that the mathematics courses improved paraeducators' attitudes toward mathematics. All paraeducators received a grade of C or better in the three math courses. (Contains 16 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).