The Impact of a Mathematics Methods Course on Preservice Elementary Teachers’ Beliefs About Mathematics

• In Event: Supporting Elementary Preservice Teachers’ Beliefs and Self-Efficacy in Mathematics

Abstract

This paper explores the impact that a mathematics methods course, which follows the Concrete-Pictorial-Abstract (CPA) Method, can have on preservice elementary teachers' beliefs about the nature of mathematics and mathematics identities, and the relationship between those teachers' beliefs and sociomathematical authority. Teaching mathematics effectively depends on teachers' beliefs about mathematics and their mathematical identities. By administering surveys, using reflective narratives and mathematics journals, and informally interviewing 152 preservice teachers during two academic years, the study investigated changes in sociomathematical beliefs and mathematical identities. Findings reveal that the majority of these preservice teachers changed their mathematical identities and beliefs about teaching mathematics in positive ways to be more in accordance with reform-oriented practices. Implications for preservice teacher education programs are discussed.

Authors

• Joan Gujarati, Manhattanville College

• Rupam Saran, Medgar Evers College - CUNY