Development of Preservice Elementary Teachers' Common and Specialized Fraction Knowledge in Hybrid and Face-to-Face Sections of Mathematics Methods Course

• In Event: Exploring the Impact of Online Learning, Collaboration, and Simulation in Teacher Education

Abstract

Hybrid course delivery has become increasingly popular in many teacher preparation programs yet the extent to which it will have a similar or better impact on preservice elementary teachers’ content-based understanding of teaching than the traditional face-to-face has not been carefully documented. This study compared the development of preservice elementary teachers’ common and specialized fraction knowledge in the face-to-face and hybrid sections of a mathematics methods course. Drawing on pre- and post-assessment data from 61 preservice elementary teachers in the hybrid section and 70 in the face-to-face section, it found that the participants in both sections made significant similar progress in their common and specialized fraction knowledge after the module of mathematics course. The implications of this study are discussed.

Authors

• Xiaofang Zeng, Texas Tech University

• Jian Wang, Texas Tech University

• Raymond Flores, Texas Tech University