In this article the development of two teachers as they make the transition from pre-service teachers to experienced teachers is examined. While these teachers participated in the same mathematics methods course and similar collaborative environments in their practicum experiences, their mathematics classroom instructional practices revealed stark…

This exploratory study, a one group pretest-posttest design, investigated the development of elementary preservice teachers' understandings of distribution as expressed in the measures and representations used to compare data distributions. During a semester-long mathematics methods course, participants worked in small groups on two statistical…

Learning how to use mathematics curriculum materials to create learning opportunities is an important part of the work of teaching. This paper presents findings from a study involving 15 elementary preservice teachers enrolled in, first, a content and, then, a methods course, and discusses the extent to which three curriculum interventions…

Students, parents, and sometimes even teachers often believe that complex mathematics is too difficult for certain learners. But the programs described in this article demonstrate that anyone can learn, understand, and use complex math. Lesa M. Covington-Clarkson boosted the confidence of black 6th graders by teaching them to use graphing…

The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of using Bruner's framework of developing conceptual knowledge before procedural knowledge and using…

This article describes the process used in elementary mathematics content courses to engage preservice teachers in problem-solving activities to enhance their understanding and ability to analyze nonroutine problems. Through this process, preservice teachers' competencies and confidence with these problems improve. (Contains 7 figures.)

Finds that an elementary mathematics-methods course provided preservice teachers with important knowledge and experience concerning the use of manipulatives. Notes that the preservice teachers learned mathematical content through the use of manipulatives in the course, and that they were concerned that difficulties might impede their ability to…

Finds that a mathematics methods course provided preservice teachers with knowledge and experience concerning the use of technological aids (calculators, computers, etc.). Finds also that preservice teachers (1) learned mathematical content through their experiences using technological aids; (2) were concerned over difficulties incorporating these…

In this article, the authors describe their efforts to assess prospective K-8 teachers' knowledge of proportional reasoning. Based upon their analysis of prospective K-8 teachers' work on a mathematics performance task, they discuss the implications for preparing prospective teachers to teach proportional reasoning to their students. In general,…

Discusses two studies conducted using an interactive, multimedia-based instructional system in a mathematics methods class for preservice elementary school teachers. Interview data indicate that students were more likely to incorporate into their teaching repertoire knowledge they acquired from the system than from conventional methods. (Contains…

This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…

The purposes of this research were to: (1) gather information about attributes of methods course teaching that make it more or less effective, (2) compare the perspectives of instructors and students on attributes of effectiveness, and (3) understand more about how university teachers develop an understanding of the thinking of prospective…

We present the results of a study on the didactical knowledge development of preservice secondary mathematics teachers participating in a methods course. In this course, we expected pre-service teachers to learn and use a series of conceptual and methodological tools that could help them in the design of didactical units. We coded and analyzed the…

Presents recommendations for preparation of mathematics faculty at two-year colleges, including discussions of: minimal and standard preparation, continuing formal education, evaluating credentials, mathematical and pedagogical content, and continuing education. Includes an outline for a course in college mathematics teaching, suggesting topics,…

The purpose of this study was to investigate the change in teacher efficacy beliefs about mathematics and science teaching during participation in methods courses and student teaching, as well as the relationship between mathematics and science teaching efficacy. Data revealed that as science and mathematics teacher education in a methods course…