Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching.
Year: 2008
Type: article
Abstract: This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups was measured by the Content Knowledge for Teaching Mathematics Measure. Using a mixed ANOVA design, analysis revealed that experimental mathematics methods course participants demonstrated greater growth in mathematics knowledge for teaching. This study suggests that even limited amount of mathematical content embedded in a methods course may make a difference in mathematical content knowledge for teaching.
Authors: Megan Burton, C. J. Daane, J. Martin Giesen
Institutions: University of South Carolina, University of Alabama
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2141931962