ERIC Number: EJ1138374
Record Type: Journal
Publication Date: 2017-May
Abstractor: As Provided
Preservice Teachers' Knowledge of Interdisciplinary Pedagogy: The Case of Elementary Mathematics-Science Integrated Lessons
An, Song A.
ZDM: The International Journal on Mathematics Education, v49 n2 p237-248 May 2017
The purpose of the study is to explore how elementary preservice teachers' mathematics-science integrated teaching strategies changed as a result of participating in exemplary interdisciplinary activities with multiple themes across school curricula. The participating elementary preservice teachers (n = 28) were recruited for this study from the College of Education students enrolled at a medium-sized southwestern research university in the United States. A qualitative methodology with pre-and-post data collection from open-ended surveys was used in the current study to explore the development of preservice teachers' mathematics teaching strategies with connections to science themed activities before and after an 8-week intervention. In general, the results from the pre-and-post surveys revealed that the preservice teachers' interdisciplinary knowledge of using science-themed activities as instructional approaches for teaching mathematics had remarkable changes across all four science content areas including physics, chemistry, biology, and environmental and space science. This study provided additional empirical evidence on how contextualized mathematics educational activities, in the current case using the association between science and mathematics, can be used as effective teacher education resources for developing teachers' capacity for designing mathematics lessons.
Descriptors: Preservice Teachers, Knowledge Level, Pedagogical Content Knowledge, Interdisciplinary Approach, Elementary School Science, Elementary School Mathematics, Educational Strategies, Qualitative Research, Data Collection, Science Activities, Intervention, Pretests Posttests, Surveys, Integrated Curriculum, Instructional Design
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: HRD1342038