Abstract
Teachers’ conceptual understanding of elementary mathematics is believed to be fundamental to effective classroom level mathematics reform. This study examined preservice teachers’ change in conceptual mathematical knowledge after taking a reform-based mathematics methods course as part of a teacher certification program, and investigated the relationship between this change and factors such as preservice teachers’ academic background, initial levels of conceptual and procedural mathematical knowledge and values, and the number of mathematics courses taken in high school and university. The results of this study suggest that the number of mathematics courses taken in high school may influence growth in conceptual mathematical knowledge, while preservice teachers’ subject-area background and the number of university mathematics courses taken did not appear to influence growth in conceptual mathematical knowledge as needed to teach in a reform-based manner.
Highlights
Teachers’ knowledge about teaching and learning has been cited as the most important predictor of students’ success (Greenwald, Hedges & Laine, 1996)
This study investigated factors such as preservice teachers’ initial capacity that may affect their growth in conceptual mathematical knowledge during a teacher certification program, which included a 36hour mathematics methods course
The results suggested that change in conceptual mathematical knowledge was significantly correlated to procedural knowledge, r=-0.27, n=111; conceptual knowledge, r=-0.36, n=111; and high school mathematics level, r=0.24, n=111
Summary
Teachers’ knowledge about teaching and learning has been cited as the most important predictor of students’ success (Greenwald, Hedges & Laine, 1996). Improving preservice teachers’ conceptual mathematical knowledge before they begin their classroom practice enhances the mathematical knowledge and values that these teachers will initially bring to the classroom (Boyd, 1994: Kajander, 2005; Sowder, 2007). This study investigated factors such as preservice teachers’ initial capacity (initial levels of conceptual and procedural mathematical knowledge and values, academic background and number of mathematics courses taking at high school and university) that may affect their growth in conceptual mathematical knowledge during a teacher certification program, which included a 36hour mathematics methods course. To what extent do preservice teachers’ initial capacity (initial levels of conceptual and procedural mathematical knowledge and values, academic background and number of mathematics courses taking at high school and university) impact their growth in conceptual mathematical knowledge after taking a mathematics methods course during their teacher certification program?.
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