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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

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

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

Barry, Arlene L.; Gay, A. Susan; Pelkey, M. Lisa; Rothrock, Katrina; Mnayer, Margaret – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2019

The purpose of this study was to fill a gap in the literature on student learning and use participant feedback to improve the pedagogical effectiveness in mathematics and literacy classrooms. To this end, an anonymous, semi-structured Qualtrics survey was developed and administered to 1,212 recent high school graduates asking about the best way to…

Descriptors: Instructional Effectiveness, Secondary School Mathematics, Mathematics Instruction, Student Attitudes

Chesler, Joshua; Chang, Jen-Mei – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2019

The United States' Common Core Standards for Mathematics give a prominent role for mathematical modeling in the K-12 curriculum. This has implications and creates challenges for teacher preparation programs. We describe one program's attempt to meet these challenges with a course in mathematical modeling for pre-service secondary mathematics…

Descriptors: Mathematics Instruction, Common Core State Standards, Mathematics Teachers, Preservice Teacher Education

Pair, Jeffrey; Johnson, Kim; Lee, Carrie W.; Sawyer, Amanda G. – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2019

In this essay, we describe some challenges that mathematics teacher educators may face when teaching content courses for future elementary and middle school teachers. We summarize research that suggests students in content courses may have fixed mindsets, unproductive beliefs, and mathematics anxiety that can interfere with their ability to learn…

Descriptors: Mathematics Anxiety, Elementary School Teachers, Middle School Teachers, Mathematics Instruction

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

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

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

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

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

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

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

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

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