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Max, Brooke; Amstutz, Molly – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2019
Mathematics content for elementary teachers (MCfET) courses generally provide prospective elementary teachers (PTs) with opportunities to engage with mathematical content and consider it from a teacher's perspective, yet little is known about the intended curriculum of such courses. Findings from an analysis of MCfET course activities using the…
Descriptors: Mathematics Instruction, Preservice Teachers, Preservice Teacher Education, Pedagogical Content Knowledge
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Ewing, Jim; Gresham, Gloria Jeanie; Dickey, Benjamin – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2019
Engaging in productive struggle--grappling with challenging problems--is conducive to understanding mathematics. This paper examines five pre-service teachers as they learned to engage English language learners in productive struggle. The context of this descriptive case study was an elementary mathematics methods course in the Northeastern United…
Descriptors: Preservice Teachers, Learner Engagement, English Language Learners, Mathematics Instruction
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Kalinec-Craig, Crystal A.; Prasad, Priya V.; Mira, Raquel Vallines; Walls, Carey – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2019
This paper details an exploratory study of 14 elementary prospective teachers (PTs) solving purposefully crafted, two-digit addition problems. The numbers in each problem were chosen to elicit diverse solution strategies. We coded 95 responses based on the ways the PTs completed the calculation (for example, by referring to the number as…
Descriptors: Elementary School Teachers, Preservice Teachers, Addition, Problem Solving
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Karakus, Fatih – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2018
The aim of this study was to examine the pre-service mathematics teachers' technological pedagogical content knowledge and beliefs using computer technology in mathematics instruction, as well as the effects of teacher training programs on these beliefs and knowledge. Participants included 199 pre-service elementary mathematics teachers. Of these,…
Descriptors: Preservice Teachers, Technological Literacy, Pedagogical Content Knowledge, Computer Uses in Education
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van der Sandt, Suriza – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2018
Current educational reform in mathematics education reflects attempts to incorporate the Common Core State Standards (CCSS). The CCSS decrees both content standards and mathematical practices (process standards) that students should master if they are to be sufficiently prepared for college or a career. This paper investigates the confidence…
Descriptors: Teacher Effectiveness, Self Efficacy, Case Studies, Mathematics Instruction
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Busi, Rich; Jacobbe, Tim – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2018
This study investigated the impact of analyzing student work on preservice teachers' knowledge and beliefs about mathematics teaching. Forty-two prospective teachers participated. Data were collected using established instruments from the Integrating Mathematics and Pedagogy (IMAP) project and from the Learning Mathematics for Teaching (LMT)…
Descriptors: Preservice Teachers, Mathematics Teachers, Mathematics Instruction, Pedagogical Content Knowledge
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Jeffery, Tonya D.; Hobson, Lisa D.; Conoyer, Sarah J.; Miller, Karyn E.; Leach, Lesley F. – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2018
Mathematics teacher quality has become a major focus in national education reform efforts. In addition, there is an increasing interest in the effectiveness of teacher preparation programs and the undergraduate preparation of elementary mathematics teachers. Empirical evidence suggests that teacher attitudes, behaviors and values, or dispositions,…
Descriptors: Mathematics Teachers, Teacher Competencies, Undergraduate Students, Preservice Teachers
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Johnson, Gwendolyn; Jorgensen, Theresa; Fuentes, Sarah Quebec; Kribs-Zaleta, Christopher M.; Gawlik, Christina – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2018
Teachers' mathematics content knowledge has been shown to be correlated with children's learning. Because teachers often enter teacher preparation programs with weak content knowledge, the college level mathematics courses they take can have a significant impact on the development of that knowledge. The present study examines the mathematics…
Descriptors: Mathematics, Course Content, Mathematics Teachers, Preservice Teachers
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Jung, Hyunyi; Strikwerda, Sarah L.; Park, Joyce; Newton, Jill – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2017
This study investigates secondary mathematics preservice teachers' (M-PSTs') opportunities to learn about algebra as reported by five teacher preparation programs. Ten focus group interview transcripts were analyzed using systematic grounded theory. When M-PSTs mentioned specific algebra tasks during the focus group interviews, the instructors'…
Descriptors: Preservice Teachers, Secondary School Teachers, Mathematics Teachers, Algebra
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Murray, Eileen; Baldinger, Erin; Wasserman, Nicholas; Broderick, Shawn; White, Diana – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2017
There is an ongoing debate among scholars in understanding what mathematical knowledge secondary teachers should have in order to provide effective instruction. We explore connections between advanced and secondary mathematics as an entry point into this debate. In many cases, advanced mathematics is considered relevant for secondary teachers…
Descriptors: Advanced Courses, Mathematics Instruction, Secondary School Teachers, Mathematics Teachers
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Ortiz, Enrique – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2017
This study analyzed pre-service teachers' ability to identify and implement cognitive levels. The framework involved the use of the Concrete, Pictorial and Abstract (CPA) cognitive levels combined with the Virtual-level (CPVA-levels). The V-level involves applets and apps, and three digital-dynamic sublevels: virtual-Concrete, virtual-Pictorial…
Descriptors: Preservice Teachers, Mathematical Concepts, Mathematics Instruction, Elementary School Teachers
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Clooney, Sarah; Cunningham, Robert F. – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2017
This study examined the perspectives of what high-quality mathematics instruction looks like. Written responses from preservice (n = 20) and inservice (n = 16) mathematics teachers were collected and categorized according to the Ten Principles developed by Anthony & Walshaw (2009). The responses of preservice teachers more often than inservice…
Descriptors: Preservice Teachers, Inservice Teacher Education, Mathematics Teachers, Student Attitudes
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Barry, Arlene L.; Gay, A. Susan; Pelkey, M. Lisa; Rothrock, Katrina – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2017
Student teachers informed their professors that it was no longer the practice to use traditional textbooks to teach mathematics to teens. This notion caused the authors to undertake a nationwide survey to inquire about the types of math text used by novice teachers. Responses showed that a textbook did continue dominance. A majority said they…
Descriptors: Beginning Teachers, Mathematics Instruction, Student Teachers, Adolescents
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Alvey, Christina; Hudson, Rick A.; Newton, Jill; Males, Lorraine M. – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2016
This study analyzes the responses of 12 secondary pre-service teachers on two tasks focused on reasoning when solving linear equations. By documenting the choices PSTs made while engaging in these tasks, we gain insight into how new teachers work mathematically, reason algebraically, communicate their thinking, and make pedagogical decisions. We…
Descriptors: Preservice Teachers, Secondary School Mathematics, Algebra, Equations (Mathematics)
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Hinton, Vanessa; Flores, Margaret; Burton, Megan; Curtis, Rebecca – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2015
The purpose of this mixed method study was to investigate future special education teachers' preparation for effectively teaching mathematics. During the last semester of their program, pre-service special education teachers completed elementary level mathematics computation and problem solving assessments, a mathematics efficacy beliefs survey,…
Descriptors: Mixed Methods Research, Preservice Teachers, Special Education Teachers, Mathematics Skills
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