In Event: Poster Session 19

Division K - Teaching and Teacher Education / Section 5: Preservice Teacher Education Coursework: Practices to Improve Teacher Knowledge, Understanding, and Application of Subject Matter, Content, and Pedagogical Practices

Examining Preservice Teachers’ Knowledge of Number and Operations Using Cognitively Guided Instruction - Leigh A. Van Den Kieboom, Marquette University; Lara Geronime, Marquette University

Exploring the Effectiveness of Interventions Designed to Deepen Preservice Teachers’ Conceptual Understanding of Algebra Concepts - Xiaobo She, Governors State University; Shirley M. Matteson, Texas Tech University; Kamau Oginga Siwatu, Texas Tech University; Jennifer A. Wilhelm, University of Kentucky

Preservice Teachers’ Epistemic Changes Involved in Modeling Fractions - Mohan Chinnappan, University of South Australia; Tricia Forrester, University of Wollongong; Elise Thurtell, University of Wollongong

Prospective Middle School Teachers’ Experiences and Conceptions of Mathematics Teaching and Learning: A Mixed-Methods Study - Kadian M. Callahan, Kennesaw State University

Studying Mathematical Preparation in an Elementary Teacher Education Program - Stephanie Z. Smith, Georgia State University; Marvin E. Smith, Kennesaw State University; Susan L. Swars, Georgia State University; Lynn C. Hart, Georgia State University; Jody Carothers, Georgia State University

The Juxtaposition of Instructor and Student Perspectives on Mathematics for Teachers Courses - Susan L. Swars, Georgia State University; Susan Michele Oesterle, Douglas College; Lynn C. Hart, Georgia State University

Transferring Problem-Solving Skills in Art Education: Preservice Elementary Candidates’ Perceptions of the Relationship to Mathematics Education - Patricia M. Lamphere-Jordan, Oklahoma State University