Burton, Megan; Daane, C.J.; Giesen, Judy Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching (May 2008)

Abstract. 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.

Paper (PDF)
Biographical Sketch

Halat, Erdogan Pre-Service Elementary School and Secondary Mathematics Teachers’ Van Hiele Levels and Gender Differences (May 2008)

Abstract. The aim of this study was to find and compare the pre-service elementary school and secondary mathematic teachers’ reasoning stages in geometry. There were a total of 281 pre-service teachers, 125 elementary school teachers and 156 secondary mathematics teachers, involved in the study. The researcher employed a multiple-choice geometry test. This test was developed to find out one’s geometric reasoning levels. After the collection of the data, the independent samples t-test with alpha = .05 was used to analyze the data. The study found that there was no statistically significant difference in regard to the reasoning stages between the pre-service elementary school and secondary mathematics teachers, and that although there was a difference with reference to van Hiele levels between male and female pre-service secondary mathematics teachers favoring males, there was no sex-related difference found between male and female pre-service elementary school teachers.

Paper (PDF)
Biographical Sketch

Latterell, Carmen M. A Snapshot of Ten Pre-Service Secondary Mathematics Teachers (May 2008)

Abstract. Reform in secondary mathematics education has created changes regarding how to educate teachers. It is time to check the result of such changes. This study provides a snapshot look at the commonalities of ten preservice teachers in regards to their mathematics knowledge and their attitudes about mathematics and mathematics education. Four themes emerged. The preservice secondary mathematics teacher enjoys and has knowledge of secondary mathematics; does not enjoy nor have a deep understanding of undergraduate mathematics; is drawn to teaching and not overly drawn to mathematics; and has a medium-level of commitment to the National Council of Teachers of Mathematics.

Paper (PDF)
Biographical Sketch

Benken, Babette M.; Brown, Nancy Integrating Teacher Candidates’ Conceptions of Mathematics, Teaching, and Learning: A Cross-University Collaboration (January 2008)

Abstract. This study reports findings from an elementary teacher education initiative advanced between a department of mathematics and a school of education in a large, state-supported university. The design incorporated the interconnectedness of teacher candidates’ conceptions related to mathematics, teaching, and learning and sought to explore how conceptions related to views of practice. Results suggest that an integrated program can foster an increased willingness to teach mathematics, greater recognition that mathematics is taught in lower elementary grades, a switch in focus of lessons to an understanding of content, and an integration of new content understandings in lesson design.

Paper (PDF)
Biographical Sketch

Turnuklu, Elif B.; Yesildere, Sibel The Pedagogical Content Knowledge in Mathematics: Pre-Service Primary Mathematics Teachers’ Perspectives in Turkey (October 2007)

Abstract. The purpose of this research was to determine the pre-service primary mathematics teachers’ competency of pedagogical content knowledge in mathematics. The data were collected by means of four open ended problems from the participation of 45 primary mathematics teacher candidates. Teacher candidates’ responses were analyzed based on pre-determined criteria. According to findings it was found that having a deep understanding of mathematical knowledge was necessary but not sufficient to teach mathematics. This finding pointed out the connection between knowledge of mathematics and knowledge of mathematics teaching. It is suggested that primary mathematics teacher candidates should be educated both from “mathematics knowledge” and “pedagogical content knowledge” aspects.

Paper (PDF)
Biographical Sketch

Matthews, Michael E.; Seaman, Walter I. The Effects of Different Undergraduate Mathematics Courses on the Content Knowledge and Attitude towards Mathematics of Preservice Elementary Teachers (July 2007)

Abstract. Preservice elementary teachers have been shown to generally possess poor mathematical knowledge (e.g. Goulding, Rowland, & Barber, 2002) and also strong negative attitudes toward mathematics (e.g. MacNab & Payne, 2004). Recently, national organizations have proposed interventions to address these issues (Conference Board of the Mathematical Sciences, 2001). This paper analyzes the impact of a content course intervention. When compared to a control group, the experimental group had a significantly more positive attitude toward mathematics. When previous achievement was partially controlled for, the experimental group scored significantly higher than the control group on a measure of content knowledge.

Paper (PDF)
Biographical Sketch

van der Sandt, Suriza Pre-Service Geometry Education In South Africa: A Typical Case? (May 2007)

Abstract. A two year study investigating the state of pre-service teachers’ (PTs’) (n=254), teachers’ (n=18) and students’ knowledge (n=103) of Grade 7 geometry (using the van Hiele theory (1986) and acquisition scales of Gutierrez, Jaime & Fortuny (1991)) is reported. Results indicate that both teachers and PTs fail to reach the expected level of geometric thinking and degree of acquisition. A relationship between student learning and the teachers’ pre-service education and years of teaching experience seems to exist. Some pre-service preparation programs had no significant impact by either maintaining or positively impacting on the already attained thought levels. Results may hold implications for pre- and in-service training. Features of an improved program are suggested.

Paper (PDF)
Biographical Sketch

Pickreign, Jamar Rectangles and Rhombi: How Well Do Preservice Teachers Know Them? (February 2007)

Abstract. This descriptive study investigated preservice teachers' understanding of the properties and relationships among parallelograms. Forty preservice teachers in a pre-methods mathematics course for elementary education provided written descriptions of the terms rectangle and rhombus. These responses were sorted into categories according to similarities in description. Results show that only nine respondents articulated adequate descriptions of rectangle and only 1 respondent articulated an adequate description of rhombus. The findings are consistent with the body of literature showing teachers of young children are in need of further development of their conceptions of mathematics ideas - particularly in geometry.

Paper (PDF)
Biographical Sketch

Lee, Ji-Eun; Kim, Kyoung-Tae Elementary School Teacher Candidates' Perceptions of Good Problems (September 2005)

Abstract. This study describes a classroom action research activity regarding a group of elementary school teacher candidates’ perceptions of good mathematics problems. A questionnaire containing 20 problems was given, and the candidates were asked to rate the quality of each problem on a 5-point scale. The results revealed that the majority of the teacher candidates considered typical routine problems good and showed strong resistance to some non-routine problems that have atypical characteristics. Although the need of new perspective towards the nature of problem solving was identified throughout the reflection process, the teacher candidates expected difficulties in utilizing atypical problems in their future classrooms due to the lack of systemic support or individual teacher’s confidence. Implications of the results and the need for new directions are discussed.

Paper (PDF)
Biographical Sketch

Pomerantsev, Ludmila; Korosteleva, Olga Do Prospective Elementary and Middle School Teachers Understand the Structure of Algebraic Expressions? (December 2003)

Abstract. A large number of students' mistakes in algebra are due to their inability to see the structure of a mathematical expression. This study analyzes and compares the typical mistakes made by prospective elementary and middle school teachers as these students progress through the courses at California State University at Long Beach. The study shows that the students have difficulties recognizing structures of algebraic expressions not only at the introductory level but also later as the students take calculus and senior level courses.

Paper (PDF)
Biographical Sketch

Meel, David E. Prospective Teachers' Understandings: Function and Composite Function (October 1999)

Abstract. The current education reform efforts have placed greater emphasis on conceptual understanding and have focused attention on teacher preparation especially on the adequacy of teachers' mathematical knowledge of the material they will be engaged in teaching. This paper discussed the responses of 29 prospective elementary and special education mathematics specialists to questions focused on conceptualization of the function concept as well as facility with composite functions. The results point to the conclusion that many of the prospective teachers held historical definitions tied to formulaic rules and this negatively affected their ability to solve composite function problems.

Paper (PDF)
Biographical Sketch

Bryan, Tommy J. The Conceptual Knowledge Of Preservice Secondary Mathematics Teachers: How Well Do They Know The Subject Matter They Will Teach? (October 1999)

Abstract. The success of the current reform movement in mathematics education depends on teachers' conceptual knowledge of the school mathematics subject matter. The prospective secondary mathematics teacher typically completes a major or minor in mathematics in order to gain certification. Through the process of interviews in order to explore and describe the knowledge of the school mathematics subject matter held by nine preservice secondary mathematics teachers at varying stages in the completion of their college-level content requirements, it was found that the subject matter knowledge of these prospective teachers was generally lacking in conceptual depth.

Paper (PDF)
Biographical Sketch

[Home | Journal | Technology | Links | Search]

Any comments or suggestions pertaining to proposed format or content of this site can be forwarded via the included suggestion form or by mail to: Site Master

Last modified on: Friday, 30-May-2008 13:39:42 CDT