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This mixed-methods study examined prospective elementary teachers’ ( N  = 32) mathematical knowledge and mathematics self-efficacy while learning about the Singapore Modeling Method in a university mathematics course. Pre- and post- quantitative data were collected via two content knowledge assessments and one belief survey, and qualitative data were gathered through individual interviews. The quantitative data analysis showed that content knowledge did not change significantly, whereas mathematics self-efficacy did change significantly. Three themes from the interviews evidenced growth in mathematical knowledge:  justifying reasoning in problem solving with visual clarity, variety of valid strategies,  and  changes in mathematics self-efficacy and connections with content knowledge .

The Singapore Modeling Method: Possibilities for Improving Elementary Teacher Mathematics Preparation