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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine A. Browning, Meg Moss, Tad Watanabe, Gina Garza-Kling
Developing Mathematical Content Knowledge For Teaching Elementary School Mathematics, Eva Thanheiser, Christine A. Browning, Meg Moss, Tad Watanabe, Gina Garza-Kling
Faculty and Research Publications
In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed.
The Impact Of Content Courses On Pre-Service Elementary Teachers’ Mathematical Content Knowledge, Michael Matthews, Janice Rech, Neal Grandgenett
The Impact Of Content Courses On Pre-Service Elementary Teachers’ Mathematical Content Knowledge, Michael Matthews, Janice Rech, Neal Grandgenett
Teacher Education Faculty Publications
In response to research documenting the mathematical deficiencies of pre-service elementary teachers, many teacher preparation programs are requiring mathematical content courses specifically focusing on the mathematics taught at the elementary level. This study considers what impact two such courses (one course focusing on Arithmetic, and the other course focusing on Geometry and Measurement) had on the mathematical content knowledge and attitude towards mathematics by comparing a group of pre-service elementary teachers who took these courses to a group of pre-service elementary teachers who took only a more general mathematics course (such as College Algebra). Results indicated that those teachers who …
The Relationship Between Core-Plus Mathematics Project And Student Achievement, Karen Renee Treadway-Harvel
The Relationship Between Core-Plus Mathematics Project And Student Achievement, Karen Renee Treadway-Harvel
Wayne State University Dissertations
The Third International Mathematics and Science Study (TIMSS) study revealed that test scores from high school students were below average in mathematics and science. Studies show that part of it stem from the traditional methods of teaching rather than the standards-based teaching. According to the No Child Left Behind (NCLB) act, students should receive a rigorous and relevant curriculum. The High School Content Expectations (HSCE) is a set of objectives that meet this criteria but the current curriculum still uses traditionally-based curriculum. More than 80% of textbooks located in schools today are traditionally-based. Moreover, teachers who are teaching have been …
"What Was Really Accomplished Today?" Mathematics Content Specialists Observe A Class For Prospective K-8 Teachers, Andrew M. Tyminski, Sarah D. Ledford, Dennis Hembree
"What Was Really Accomplished Today?" Mathematics Content Specialists Observe A Class For Prospective K-8 Teachers, Andrew M. Tyminski, Sarah D. Ledford, Dennis Hembree
Faculty and Research Publications
One of the important activities mathematics teacher educators engage in is the development of teachers at both the in-service and pre-service levels. Also of importance is the professional development of these professional developers. In the summer of 2004, a summer institute was held that allowed mathematics teacher educators watch the teaching of a mathematics content course for prospective K-8 teachers. This paper examines the manner in which a specific group of mathematics content specialists experienced this professional development.
Inquiry Based Mathematics Instruction Versus Traditional Mathematics Instruction: The Effect On Student Understanding And Comprehension In An Eighth Grade Pre-Algebra Classroom, Kyle Ferguson
Master of Education Research Theses
This quantitative study provides information obtained through the use of inquiry-based mathematics instruction verses traditional mathematics instruction. The use of each curriculum was implemented into two classrooms of eighth grade pre-algebra students. The study was based on data collected before and after each of the two units of study. Fifty-two suburban eighth grade students represented the sample population. Results of the SPSS analysis showed that both classes made improvement from their pre-test to their post-test for both units but students receiving instruction through inquiry-based instruction showed significantly more improvement on the second unit. These results can be useful for educators …