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Issues in the Undergraduate Mathematics Preparation of School Teachers, v1 Jul 2007

Preservice elementary teachers have been shown to generally possess poor mathematical knowledge (e.g. Goulding, Rowland, & Barber, 2002) and also strong negative attitudes toward mathematics (e.g. MacNab & Payne, 2004). Recently, national organizations have proposed interventions to address these issues (Conference Board of the Mathematical Sciences, 2001). This paper analyzes the impact of a content course intervention. When compared to a control group, the experimental group had a significantly more positive attitude toward mathematics. When previous achievement was partially controlled for, the experimental group scored significantly higher than the control group on a measure of content knowledge. (Contains 1 figure and 4 tables.)

Descriptors: Experimental Groups, Control Groups, Preservice Teachers, Mathematics Education, Negative Attitudes, Pedagogical Content Knowledge, Undergraduate Study, Elementary School Teachers, Teacher Education Programs, Student Teacher Attitudes, Methods Courses, Attitude Change, Mathematics Anxiety, Attitude Measures

Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept[at]ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml





Author: Matthews, Michael E.; Seaman, Walter I.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2482&id=EJ835494







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