Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy

Autor/inn/en	An, Song A.; Tillman, Daniel A.; Paez, Carlos R.
Titel	Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy
Quelle	In: Journal of Mathematics Education at Teachers College, 6 (2015) 1, S.9-24 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Mathematics Education; Preservice Teacher Education; Elementary School Mathematics; Teaching Skills; Pedagogical Content Knowledge; Educational Strategies; Self Efficacy; Interdisciplinary Approach; Lesson Plans; Intervention; Pretests Posttests; Student Surveys; Instructional Design; Music Education; Instructional Improvement; Preservice Teachers; Mixed Methods Research + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Elementare Mathematik; Schulmathematik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Lehrstrategie; Self-efficacy; Selbstwirksamkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lesson planning; Unterrichtsplanung; Schülerbefragung; Lesson concept; Lessonplan; Unterrichtsentwurf; Musikerziehung; Unterrichtsqualität
Abstract	This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this study from the College of Education students enrolled at a medium-sized southwestern research university in the United States. Several sources of data were collected, including pre- and post-intervention surveys assessing self-efficacy for mathematics teaching and interdisciplinary-themed instructional design. The overall findings from both surveys indicated that the participating preservice teachers' mathematics teaching self-efficacy and their interdisciplinary teaching strategies were improved as a result of the intervention. This paper concludes with a discussion of the potential applications to pedagogical practice that accrue from the study's findings, as well as suggestions for further research extending this line of inquiry. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01