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The Influences of Three Interventions on Prospective Elementary Teachers' Beliefs About the Knowledge Base Needed for Teaching Mathematics
Author(s) -
Timmerman Maria A.
Publication year - 2004
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2004.tb18003.x
Subject(s) - mathematics education , psychological intervention , elementary mathematics , knowledge base , connected mathematics , reform mathematics , core plus mathematics project , teaching method , knowledge level , math wars , psychology , pedagogy , computer science , psychiatry , world wide web
To meet the challenge to reform mathematics education, effective opportunities to learn are needed to promote prospective elementary school teachers' development of the knowledge base that supports teaching for mathematical proficiency. This article describes three professional development interventions and their influence on prospective teachers' beliefs about mathematics, how children learn mathematics, and mathematics teaching. The three interventions consisted of problem‐solving journals, structured interviews, and peer teaching that were integrated in a PreK‐6 mathematics methods course. Results of precourse and postcourse survey data are included that measured 24 prospective teachers' beliefs about the knowledge base needed to teach elementary school mathematics. Data indicated that using these interventions and other course experiences facilitated change in the prospective teachers' beliefs, with a shift toward reform‐oriented mathematics education perspectives.