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ERIC Number: EJ835494
Record Type: Journal
Publication Date: 2007-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: N/A
The Effects of Different Undergraduate Mathematics Courses on the Content Knowledge and Attitude towards Mathematics of Preservice Elementary Teachers
Matthews, Michael E.; Seaman, Walter I.
Issues in the Undergraduate Mathematics Preparation of School Teachers, v1 Jul 2007
Preservice elementary teachers have been shown to generally possess poor mathematical knowledge (e.g. Goulding, Rowland, & Barber, 2002) and also strong negative attitudes toward mathematics (e.g. MacNab & Payne, 2004). Recently, national organizations have proposed interventions to address these issues (Conference Board of the Mathematical Sciences, 2001). This paper analyzes the impact of a content course intervention. When compared to a control group, the experimental group had a significantly more positive attitude toward mathematics. When previous achievement was partially controlled for, the experimental group scored significantly higher than the control group on a measure of content knowledge. (Contains 1 figure and 4 tables.)
Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept@ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A