The Juxtaposition of Instructor and Student Perspectives on Mathematics for Teachers Courses

• In Event: Poster Session 19
  In Poster Session: Research on the Preparation of Mathematics Preservice Teachers for Diverse K-12 Classrooms

Abstract

This study applies a cross-case analysis to results from two qualitative studies on mathematics content courses for prospective elementary teachers [i.e., Math for Teachers (MFT) courses]. One study occurred in the U.S. and involved interviews of students who had completed their MFT courses. The other study occurred in Canada and included interviews of instructors teaching MFT courses. The results were examined for convergent themes, and salient commonalities were found across the cases. The four related themes were: the role of affect in student learning, pedagogy and instructor disposition, connections to the elementary classroom, and mathematics content. Each theme is discussed from the two points of view.

Authors

• Susan L. Swars, Georgia State University

• Susan Michele Oesterle, Douglas College

• Lynn C. Hart, Georgia State University