The Effects of Interdisciplinary Practice on Elementary Preservice Teachers' Mathematics Teaching Self-Efficacy and Pedagogy: An Intervention Study of Music–Mathematics Integrated Education

• In Event: 49.052 - Studies in Arts Integration and STEAM Education

Abstract

The study investigated the effects of music-mathematics interdisciplinary education on preservice teachers’ mathematics teaching efficacy and their pedagogy of interdisciplinary lesson design strategies. Preservice teachers (n=152) from a research university located within a southwestern metropolitan area of the United States participated in the study. Data were collected including: pre and post mathematics teaching self-efficacy surveys and interdisciplinary mathematics instructional design surveys. The positive findings from this study contribute empirical evidence that could serve to extend teacher educators’ understanding of potential strategies for developing preservice teachers, particularly their mathematics teaching self-efficacy, and interdisciplinary instructional design abilities.

Authors

• Song An, The University of Texas - El Paso

• Daniel Tillman, The University of Texas - El Paso

• Josefina V. Tinajero, The University of Texas - El Paso

• So Jung Kim, The University of Texas - El Paso