Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching
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| Title: | Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching |
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| 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: | |
| 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 |
| 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.) |
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