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Tassell, Janet; Gerstenschlager, Natasha E.; Syzmanski, Toni; Denning, Savannah – School Science and Mathematics, 2020
Innovation is more imperative now than ever before given the upcoming shortage in prepared teachers and the need to produce students with a strong knowledge of mathematics. A sense of urgency is impacting teacher education/preparation programs as instructional practices need to discover how to arm teachers to increase the number of students to be…
Descriptors: Preservice Teachers, Preservice Teacher Education, Elementary School Mathematics, Metacognition
Keazer, Lindsay; Jung, Hyunyi – School Science and Mathematics, 2020
Problem solving has long been a priority in mathematics education, and the first Common Core mathematical practice (SMP1) focuses on this priority through the language of "Make sense of problems and persevere in solving them." We present findings from a survey about how prospective elementary teachers' (PTs) make sense of potential…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Education, Elementary School Mathematics
Cormas, Peter C.; Middlemiss, Samantha – School Science and Mathematics, 2019
Mathematics and science have similar learning processes (SLPs) and it has been proposed that courses focused on these and other similarities promote transfer across disciplines. However, it is not known how the use of these processes in lessons taught to children change throughout a preservice teacher education course or which are most likely to…
Descriptors: Preservice Teachers, Elementary Education, Elementary School Science, Elementary School Mathematics
Hart, Lynn C.; Auslander, Susan S.; Venuto, Nicole; Jacobs, Tiffany; Carothers, Jody; Chestnutt, Cliff – School Science and Mathematics, 2019
The purpose of this study was to review the existing research on affect (beliefs, attitudes, and emotions) of elementary prospective teachers (EPTs) in university mathematics content courses. We use as our time period from publication in the United States of the Curriculum and Evaluation Standards for Schools Mathematics through 2016. A search of…
Descriptors: Elementary School Teachers, Preservice Teachers, Mathematics Instruction, Course Content
Goodson-Espy, Tracy; Cifarelli, Victor V.; Pugalee, David; Lynch-Davis, Kathleen; Morge, Shelby; Salinas, Tracie – School Science and Mathematics, 2014
This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7…
Descriptors: Methods Courses, Course Content, Mathematics Education, Program Improvement
Cardetti, Fabiana; Truxaw, Mary P. – School Science and Mathematics, 2014
Research suggests the importance of mathematics knowledge for teaching (MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK). However, there is no consensus on how best to prepare elementary preservice teachers…
Descriptors: Preservice Teacher Education, Mathematics Teachers, Elementary School Teachers, Elementary School Mathematics
Chamberlin, Michelle T. – School Science and Mathematics, 2013
In a mathematics course for prospective elementary teachers, we strove to model standards-based pedagogy. However, an end-of-class reflection revealed the prospective teachers were considering incorporating standards-based strategies in their future classrooms in ways different from our intent. Thus, we drew upon the framework presented by Simon,…
Descriptors: Preservice Teachers, Student Attitudes, Mathematics Instruction, Elementary School Teachers
Schwartz, Catherine S.; Sinicrope, Rose – School Science and Mathematics, 2013
Prospective elementary teachers hold preconceived ideas about elementary school students' attitudes toward mathematics. We found that there exists a gender bias with prospective teachers expecting girls to have negative attitudes toward mathematics and boys more likely to have positive attitudes toward mathematics. We found that these…
Descriptors: Student Teacher Attitudes, Elementary School Teachers, Elementary School Students, Student Attitudes
Lin, Cheng-Yao; Becker, Jerry; Byun, Mi-Ran; Yang, Der-Ching; Huang, Tsai-Wei – School Science and Mathematics, 2013
This study examined (a) the differences in preservice teachers’ procedural knowledge in four areas of fraction operations in Taiwan and the United States, (b) the differences in preservice teachers’ conceptual knowledge in four areas of fraction operations in Taiwan and the United States, and (c) correlation in preservice teachers’ conceptual…
Descriptors: Preservice Teachers, Mathematics, Knowledge Level, Correlation
Perry, Christine A. – School Science and Mathematics, 2011
This study investigated preservice elementary teachers' achievement goal orientations for learning mathematics and the relationship of those goals to their attitudes toward mathematics. Self-report instruments were administered to assess three achievement goals--mastery, performance-approach, and performance-avoid, and three constructs of…
Descriptors: Preservice Teachers, Goal Orientation, Classroom Environment, Student Motivation
Cassel, Darlinda; Vincent, Daniel – School Science and Mathematics, 2011
Typically, experiences shape one's attitudes toward the "thing" that is being experienced, whether it is a person, pet, movie, etc. Classroom experiences also shape one's attitudes toward a subject, teacher, learning, and so forth. Studies have shown that attitudes become more negative as students move from elementary to secondary schools.…
Descriptors: Preservice Teacher Education, Preservice Teachers, Methods Courses, Mathematics Instruction
Fast, Gerald R.; Hankes, Judith E. – School Science and Mathematics, 2010
The purpose of the research was to improve the effectiveness of instruction in constructivist pedagogy in a college elementary mathematics education course through intentional integration of instruction in mathematics content. Instructors of this course previously used examples involving mathematics content on an ad hoc basis in an attempt to…
Descriptors: Constructivism (Learning), Education Courses, Mathematics Education, Teaching Methods
Bahr, Damon; Monroe, Eula Ewing; Balzotti, Mark; Eggett, Dennis – School Science and Mathematics, 2009
A 2-year school-based mathematics professional development program is described and evaluated after its first year of implementation. Included in this program as its first course was a unique methods course in elementary education involving both preservice students and inservice teachers who cooperatively studied and applied reform pedagogy. The…
Descriptors: Preservice Teacher Education, Methods Courses, Mathematics Teachers, Inservice Teacher Education
Otto, Charlotte A.; Everett, Susan A.; Luera, Gail R. – School Science and Mathematics, 2008
The unifying theme of models was incorporated into a required Science Capstone course for pre-service elementary teachers based on national standards in science and mathematics. A model of a teeter-totter was selected for use as an example of a functional model for gathering data as well as a visual model of a mathematical equation for developing…
Descriptors: National Standards, Mathematical Formulas, Models, Preservice Teachers
Soto-Johnson, Hortensia; Iiams, Michele; Oberg, Todd; Boschmans, Barbara; Hoffmeister, April – School Science and Mathematics, 2008
In this article, we describe preservice elementary teachers' reactions to Liping Ma's (1999) book, "Knowing and Teaching Elementary Mathematics" (KTEM), from five universities. Ma's discussion of solely teaching elementary mathematics procedurally and its consequences awakens the preservice teachers' memories of learning elementary mathematics.…
Descriptors: Preservice Teachers, Mathematics Instruction, Elementary School Teachers, Elementary School Mathematics
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