Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Author
| Hart, Lynn C. | 4 |
| Carothers, Jody | 2 |
| Chestnutt, Cliff | 2 |
| Jacobs, Tiffany | 2 |
| Swars, Susan L. | 2 |
| Auslander, Susan S. | 1 |
| Auslander, Susan Swars | 1 |
| Haardorfer, Regine | 1 |
| Smith, Marvin E. | 1 |
| Smith, Stephanie Z. | 1 |
| Venuto, Nicole | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 3 |
| Information Analyses | 2 |
Education Level
| Elementary Education | 4 |
| Higher Education | 4 |
| Postsecondary Education | 2 |
Audience
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHart, 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
Auslander, Susan Swars; Hart, Lynn C.; Carothers, Jody; Jacobs, Tiffany; Chestnutt, Cliff – Action in Teacher Education, 2019
This project reviewed the state of the research drawing from articles published from 1990 to 2014 (25 years) with elementary prospective teachers (EPTs) as participants, who were completing university courses focused on mathematics content. Twenty-four studies met the inclusion criteria for the review. Of these studies, 11 examined noncognitive…
Descriptors: Mathematics Instruction, Course Content, Preservice Teachers, Elementary School Mathematics
Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine – Action in Teacher Education, 2012
This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…
Descriptors: Preservice Teacher Education, Elementary School Teachers, Elementary Education, Methods Courses
Hart, Lynn C.; Swars, Susan L. – Teacher Development, 2009
Teaching mathematics to elementary children requires highly developed content knowledge, and questions of how teachers acquire this knowledge are of significant concern to teacher preparation programs. Even with research to the contrary, some policy makers in the USA propose additional advanced mathematics courses. One voice that is missing when…
Descriptors: Mathematics Instruction, Elementary School Teachers, Preservice Teachers, Elementary School Mathematics
