Chamberlin, Michelle T.; Powers, Robert A. Selecting From Three Curricula For A Preservice Elementary Teacher Geometry Course (May 2007)

Abstract. Faced with selecting a geometry curriculum for our preservice elementary teacher mathematics course, we used a mixed-methods study to investigate the effectiveness, with respect to student achievement and student perception, of three reform-oriented curricula. ANCOVA results indicate students using one of the curricula scored significantly higher than students using the other two. Qualitative results indicate students use and learn more from curricula with referencing material, explanations, examples, illustrations, practice opportunities, and exploratory activities. These results led to our curriculum selection and also suggest guidelines for textbook selection and provide a model of obtaining feedback from students on textbook use.

Paper (PDF)
Biographical Sketch

Dogan-Dunlap, Hamide; Dunlap, Jeffrey; Izquierdo, Elena; Kosheleva, Olga Learn by Teaching: A Mediating Approach to Teaching and Learning Mathematics for Prospective Teachers (April 2007)

Abstract. A mediating approach is implemented into a section of Block I courses elementary pre-service teachers took in a cohort setting in Spring 2002. The paper discusses the components of the approach as well as the logistics of the initial implementation. Furthermore, the paper provides qualitative and quantitative analysis of a set of data gathered from a section of Spring 2002 Block I courses. The results indicate that a set of mediating activities similar to that of the ICFB approach may result in changes on prospective teachers’ attitudes toward and perceptions of mathematics as well as their performance in mathematical tasks.

Paper (PDF)
Biographical Sketch

Strawhecker, Jane Preparing Elementary Teachers to Teach Mathematics: How Field Experiences Impact Pedagogical Content Knowledge (May 2005)

Abstract. Student achievement and attitudes toward mathematics are influenced by the teacher, emphasizing the importance of quality teacher preparation. This study explored different preparations and the impact on pre-service teachers’ pedagogical content knowledge. The sample included 96 pre-service teachers enrolled in a math course at one Midwestern university. Results suggest that field experience combined with other aspects of mathematical teacher preparation impact pre-service teachers’ pedagogical content knowledge for mathematics.

Paper (PDF)
Biographical Sketch

Furner, Joseph M.; Robison, Sally Using TIMSS to Improve the Undergraduate Preparation of Mathematics Teachers (November 2004)

Abstract. This paper looks at how the research from the Third International Mathematics and Science Study (TIMSS) can help prepare undergraduate preservice mathematics teachers for success in teaching mathematics. The findings from TIMSS provide implications for better practices which can improve the preparation of future teachers to teach mathematics in a more effective and researched based-manner. The authors feel that if preservice teachers are better prepared for teaching mathematics and have a strong mathematical foundation along with knowledge of the TIMSS, their future students will be better prepared, in terms of their mathematics achievement and attitudes, to experience success in our technological and mathematical world. This paper provides ten recommendations for teacher educators based on TIMSS findings which outline specific suggestions and ramifications for preservice teachers to aid in being effective educators for future students in the USA.

Paper (PDF)
Biographical Sketch

Mizell, Jill A. and Cates, Janie The Impact Of Additional Content Courses On Teacher Candidates’ Beliefs Regarding Mathematics Content And Pedagogy (May 2004)

Abstract. Alarming studies indicating a lack of mathematical knowledge among elementary educators has led to increases in the number of mathematics courses required in teacher preparation programs. This study examines the impact newly required mathematics courses had on teacher candidates’ beliefs regarding mathematics content and pedagogy in a large, southeastern teacher preparation program. A survey instrument was used to compare perceptions of teacher candidates required to take additional mathematics courses to those who were not. Differences in perceptions between groups were found. Factors possibly contributing to the findings of this study as well as suggestions for further research are discussed.

Paper (PDF)
Biographical Sketch

Van Voorst, Conrad Capstone Mathematics Course for Teachers (March 2004)

Abstract. Three key features of a proposed capstone mathematics course for the preparation of teachers at the secondary level are: 1) teacher candidates examine concepts from the curriculum at a deeper level in the context of rich problems; 2) they investigate common themes in the math curriculum, such as shape and change, then collaborate on and present their research; and 3) they create portfolios of extensions and course reflections, products that require them to engage in higher-level, original thinking. Through this variety of assessments, the instructor is able to see future teachers of mathematics from multiple perspectives: their mathematical knowledge, their dispositions, and their beliefs about what mathematics is and how to effectively communicate the essential ideas. Participants’ reflections indicate that those aspects of the course that have the greatest value for improving teaching are collaboration, problem solving, conceptual learning, and opportunities for exploration.

Paper (PDF)
Biographical Sketch

[Home | Journal | Discussion | 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: Tuesday, 08-May-2007 14:07:58 CDT