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Applying NAEP to Improve Mathematics Content and Methods Courses for Preservice Elementary and Middle School Teachers
Author(s) -
GoodsonEspy Tracy,
Cifarelli Victor V.,
Pugalee David,
LynchDavis Kathleen,
Morge Shelby,
Salinas Tracie
Publication year - 2014
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/ssm.12093
Subject(s) - mathematics education , test (biology) , school teachers , set (abstract data type) , psychology , teaching method , elementary mathematics , mathematics , pedagogy , computer science , paleontology , biology , programming language
This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the N ational A ssessment of E ducational P rogress ( NAEP ). A set of eight instructional modules was developed and tested. The study involved 7 university instructors and 542 preservice teachers ( PSTs ) from three different universities. A quasi‐experimental nonequivalent groups design was used for this study in which the following data sources were collected and analyzed. Three versions of a L earning M athematics for T eaching test were given to assess PSTs ‘ mathematical content knowledge for teaching: (a) E lementary N umber C oncepts and O perations— C ontent K nowledge; (b) E lementary G eometry— C ontent K nowledge; and (c) M iddle S chool N umber C oncepts and O perations— C ontent K nowledge. In addition, the M athematics T eacher E fficacy B eliefs I nstrument was given to assess PSTs ’ teacher efficacy beliefs. Test results were analyzed using paired samples t ‐tests. Findings suggest that use of instructional materials, based on NAEP , with PSTs results in increases in their mathematical content knowledge for teaching and in their teaching efficacy beliefs.