View in EDS

Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

Saved in:
Bibliographic Details
Title: Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching
Language: English
Authors: Burton, Megan, Daane, C. J., Giesen, Judy
Source: Issues in the Undergraduate Mathematics Preparation of School Teachers. May 2008 1.
Availability: Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept@ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml
Peer Reviewed: Y
Physical Description: PDF
Page Count: 12
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Descriptors: Methods Courses, Teacher Education Curriculum, Mathematics Instruction, Pedagogical Content Knowledge, Preservice Teacher Education, Preservice Teachers, Knowledge Level, Elementary School Mathematics, Grade 5, Grade 6, Intervention
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. (Contains 3 figures and 3 tables.)
Abstractor: As Provided
Number of References: 21
Entry Date: 2009
Accession Number: EJ835496
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ835496
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ835496
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burton%2C+Megan%22">Burton, Megan</searchLink><br /><searchLink fieldCode="AR" term="%22Daane%2C+C%2E+J%2E%22">Daane, C. J.</searchLink><br /><searchLink fieldCode="AR" term="%22Giesen%2C+Judy%22">Giesen, Judy</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Issues+in+the+Undergraduate+Mathematics+Preparation+of+School+Teachers%22"><i>Issues in the Undergraduate Mathematics Preparation of School Teachers</i></searchLink>. May 2008 1.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept@ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: PhysDesc
  Label: Physical Description
  Group: PhysDesc
  Data: PDF
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2008
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Curriculum%22">Teacher Education Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. (Contains 3 figures and 3 tables.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 21
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2009
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ835496
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ835496
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Teacher Education Curriculum
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Intervention
        Type: general
    Titles:
      – TitleFull: Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burton, Megan
      – PersonEntity:
          Name:
            NameFull: Daane, C. J.
      – PersonEntity:
          Name:
            NameFull: Giesen, Judy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2008
          Numbering:
            – Type: volume
              Value: 1
          Titles:
            – TitleFull: Issues in the Undergraduate Mathematics Preparation of School Teachers
              Type: main
ResultId 1