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ERIC Number: EJ835496
Record Type: Journal
Publication Date: 2008-May
Pages: 12
Abstractor: As Provided
Reference Count: 21
Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching
Burton, Megan; Daane, C. J.; Giesen, Judy
Issues in the Undergraduate Mathematics Preparation of School Teachers, v1 May 2008
This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups was measured by the Content Knowledge for Teaching Mathematics Measure. Using a mixed ANOVA design, analysis revealed that experimental mathematics methods course participants demonstrated greater growth in mathematics knowledge for teaching. This study suggests that even limited amount of mathematical content embedded in a methods course may make a difference in mathematical content knowledge for teaching. (Contains 3 figures and 3 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:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A