Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts.
Year: 2011
Type: article
Study design: Clinical Trial
Abstract: The current study investigated the effects of an undergraduate mathematics content course for pre-service elementary teachers. The participants’ content knowledge was quantitatively measured using an instrument comprised of items from the Mathematical Knowledge for Teaching Measures (Hill, Schilling, & Ball, 2004). Using a one-group pretest-posttest design, matched pairs t-tests showed significant gains (p = .000) in both common and specialized content knowledge and in two areas of prerequisite algebra concepts (numbers and equations/functions). Results provide evidence of pre-service teachers developing mathematical understanding beyond common content knowledge within collegiate course settings.
Source: IUMPST The Journal
Authors: Rachael M. Welder, Linda M. Simonsen
Institutions: City University of New York, University of Washington Bothell
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W141625467