Factors that Impact Preservice Teachers’ Growth in Conceptual Mathematical Knowledge During a Mathematics Methods Course

dc.creator	Carlos Zerpa
dc.creator	Ann Kajander
dc.creator	Christina Van Barneveld
dc.date	2009-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:46Z
dc.date.available	2015-07-20T22:05:46Z
dc.identifier	1306-3030
dc.identifier	https://doaj.org/article/fc632b9feb724cb7b2a0a8fdc5070d91
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10016
dc.identifier.uri	https://doaj.org/article/fc632b9feb724cb7b2a0a8fdc5070d91
dc.description	Teachers’ conceptual understanding of elementary mathematics is believed to be fundamental to effective classroom level mathematics reform. This study examined preservice teachers’ change in conceptual mathematical knowledge after taking a reform-based mathematics methods course as part of a teacher certification program, and investigated the relationship between this change and factors such as preservice teachers’ academic background, initial levels of conceptual and procedural mathematical knowledge and values, and the number of mathematics courses taken in high school and university. The results of this study suggest that the number of mathematics courses taken in high school may influence growth in conceptual mathematical knowledge, while preservice teachers’ subject-area background and the number of university mathematics courses taken did not appear to influence growth in conceptual mathematical knowledge as needed to teach in a reform-based manner.
dc.language	English
dc.publisher	Gokkusagi Ltd.
dc.relation	http://www.iejme.com/022009/d1.pdf
dc.relation	https://doaj.org/toc/1306-3030
dc.source	International Electronic Journal of Mathematics Education, Vol 4, Iss 2, Pp 57-76 (2009)
dc.subject	Preservice Teachers
dc.subject	Academic Background
dc.subject	Conceptual and Procedural Mathematical Knowledge
dc.subject	Conceptual and Procedural Mathematical Values
dc.subject	Mathematics Methods Course
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Factors that Impact Preservice Teachers’ Growth in Conceptual Mathematical Knowledge During a Mathematics Methods Course
dc.type	Article