Toward Improving the Mathematics Preparation of Elementary Preservice Teachers

Abstract

Research suggests the importance of mathematics knowledge for teaching (MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge (M‐CK) and mathematical pedagogical content knowledge (M‐PCK). However, there is no consensus on how best to prepare elementary preservice teachers (PSTs) to achieve M‐CK and M‐PCK. This study builds on research related to MKT by investigating influences of mathematics content courses designed specifically for elementary PSTs (IMPACT courses—Impact of Mathematics Pedagogy and Content on Teaching) on their attitudes (i.e., confidence and motivation) toward M‐CK and M‐PCK. Results suggest that the PSTs who participated in these IMPACT courses not only acquired high levels of confidence and motivation toward M‐CK, but also showed significant and greater gains in attitudes toward M‐PCK, after taking the required mathematics methods course, than their counterparts. Further, the findings suggest that these IMPACT courses provided a mathematical foundation that allowed the PSTs to engage in mathematics teaching methods better than those PSTs who did not have such a foundation. These results suggest potential course experiences that may enhance M‐CK and M‐PCK for elementary PSTs.

Pre-Service Elementary Teachers’ Experiences, Expectations, Beliefs, and Attitudes toward Mathematics Teaching and Learning

“…Similarly, Burton (2012), who researched the ability of certain content methods courses to change PSTs' attitudes toward mathematics, suggested that qualitative data could provide valuable information on different factors that influence the change process that occurs in PSTs. Cardetti and Truxaw (2014) and Dreher et al (2016) presented suggestions in line with the previously outlined, asserting that qualitative data would provide details that quantitative data fails to capture.…”

“…A number of researchers indicate a need for future research to include more qualitative data relative to PSTs' experiences, expectations, beliefs, and attitudes toward mathematics (Briley, 2012;Burton, 2012;Cardetti & Truxaw, 2014;& Dreher et al, 2016). Briley (2012) posited that qualitative data could add richness and clues to complexities of our current understanding of the relationships between mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs.…”

“…This shift is important as it shows that PSTs can be given teaching and learning models that present a better understanding of principles, roles of teachers and learners in mathematics classrooms, and the connections among interrelated concepts in mathematics classrooms, rather than just reviewing sequences of procedures for solving problems. Research shows that mathematics methods courses designed specifically to impact elementary PSTs confidence and motivation in relation to mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK), are more likely to do so than PSTs who did not participate in the courses (Cardetti & Truxaw, 2014). It has been hypothesized that increases in attitude toward M-CK and M-PCK will increase teachers' self-efficacy, which is thought to be related to teacher efficiency and effectiveness (Cardetti & Truxaw, 2014).…”

“…Research shows that mathematics methods courses designed specifically to impact elementary PSTs confidence and motivation in relation to mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK), are more likely to do so than PSTs who did not participate in the courses (Cardetti & Truxaw, 2014). It has been hypothesized that increases in attitude toward M-CK and M-PCK will increase teachers' self-efficacy, which is thought to be related to teacher efficiency and effectiveness (Cardetti & Truxaw, 2014).…”

Indicators of middle school students' mathematics enjoyment and confidence

“…Teachers' confidence in teaching mathematics has been shown to be significantly associated with their students' confidence in learning mathematics (Mata et al, 2012;Mensah et al, 2013;Stipek et al, 2001). Research has also emphasized the importance of a specific "teaching mathematics knowledge" to increase teacher confidence and teaching effectiveness (Ball, 2000;Cardetti & Truxaw, 2014). One study focused on female elementary teachers and their levels of mathematics anxiety found the negative impact of the teachers' anxiety toward mathematics transferred to their female students but not their male students (Beilock, 2009).…”