NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1143490
Record Type: Journal
Publication Date: 2016-Dec
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0268-3679
Pre-Service Teachers' Mathematics Content Knowledge: Implications for How Mathematics Is Taught in Higher Education
Lowrie, Tom; Jorgensen, Robyn
Teaching Mathematics and Its Applications, v35 n4 p202-215 Dec 2016
This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is acquired; and (3) the applicability of mathematics. These factors were used in subsequent multivariate analyses to determine whether teachers' mathematics competence influenced their personal mathematics viewpoints and perspectives. There was no difference between those students who had studied advanced and standard mathematics at school on the three belief and attitude measures, despite distinct differences in their MCK.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://teamat.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A