ERIC Number: EJ1028867
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Reference Count: 38
Toward Improving the Mathematics Preparation of Elementary Preservice Teachers
Cardetti, Fabiana; Truxaw, Mary P.
School Science and Mathematics, v114 n1 p1-9 Jan 2014
Research suggests the importance of mathematics knowledge for teaching (MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK). However, there is no consensus on how best to prepare elementary preservice teachers (PSTs) to achieve M-CK and M-PCK. This study builds on research related to MKT by investigating influences of mathematics content courses designed specifically for elementary PSTs (IMPACT courses--Impact of Mathematics Pedagogy and Content on Teaching) on their attitudes (i.e., confidence and motivation) toward M-CK and M-PCK. Results suggest that the PSTs who participated in these IMPACT courses not only acquired high levels of confidence and motivation toward M-CK, but also showed significant and greater gains in attitudes toward M-PCK, after taking the required mathematics methods course, than their counterparts. Further, the findings suggest that these IMPACT courses provided a mathematical foundation that allowed the PSTs to engage in mathematics teaching methods better than those PSTs who did not have such a foundation. These results suggest potential course experiences that may enhance M-CK and M-PCK for elementary PSTs.
Descriptors: Preservice Teacher Education, Mathematics Teachers, Elementary School Teachers, Elementary School Mathematics, Pedagogical Content Knowledge, Student Teacher Attitudes, Self Efficacy, Teacher Effectiveness, Instructional Effectiveness, Mathematics Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A