Preparing Teachers for Today's Elementary Mathematics Classrooms: Exploring Changes in Beliefs and Specialized Content Knowledge

• In Event: Roundtable Session 53
  In Roundtable Session: Strategies to Support Preservice Teachers in Developing Mathematics Knowledge for Teaching

Abstract

This longitudinal, mixed methods study explores changes in mathematical content knowledge and pedagogical and teaching efficacy beliefs of prospective elementary teachers (PTs). These PTs completed four alternative elementary mathematics content courses designed with a focus on conceptual understanding of the elementary curriculum and social-constructivist pedagogy. Both quantitative and qualitative results indicate the learning experiences supported significant changes in teaching efficacy and pedagogical beliefs and in specialized content knowledge for teaching mathematics. These outcomes have strong implications for program design.

Authors

• Stephanie Z. Smith, Georgia State University

• Marvin E. Smith, Kennesaw State University

• Susan Swars Auslander, Georgia State University

• Kayla Myers, Georgia State University

• Tiffany Jacobs, Georgia State University