Positively Influencing Preservice Elementary Teachers' Mathematics Content Knowledge and Conceptions

Presenter Information

Thomas Roberts, Bowling Green State UniversityFollow
Cathrine Maiorca, California State UniversityFollow
Audrey Conway Roberts, University of KentuckyFollow

Abstract

Learning to teach mathematics is difficult. Having strong content knowledge and positive conceptions toward mathematics are important components of being an effective mathematics teacher. This study presents pilot data that explores the effectiveness of one course in positively influencing preservice elementary teachers’ mathematics content knowledge and conceptions about teaching mathematics. Results indicate that the 84 preservice teachers who participated in the course experienced statistically significant gains in content knowledge, attitudes toward mathematics, and confidence in teaching mathematics.

Recommended Citation

Roberts, Thomas; Maiorca, Cathrine; and Roberts, Audrey Conway (2019) "Positively Influencing Preservice Elementary Teachers' Mathematics Content Knowledge and Conceptions," Ohio Journal of Teacher Education: Vol. 33: No. 2, Article 6.
Available at: https://www.exhibit.xavier.edu/ojte/vol33/iss2/6