A Review of 25 Years of Research: Elementary Prospective Teachers in University Mathematics Content Courses [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Hart, Lynn; Auslander, Susan; Jacobs, Tiffany; Chestnutt, Cliff; Carothers, Jody
Titel	A Review of 25 Years of Research: Elementary Prospective Teachers in University Mathematics Content Courses [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Preservice Teachers; Preservice Teacher Education; Mathematics Teachers; Educational Research; Teaching Methods; Educational Change; Pedagogical Content Knowledge; Learning Experience; Course Content; Elementary School Teachers; Educational History; Literature Reviews + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Pädagogische Kompetenz; Lernerfahrung; Kursprogramm; Elementary school; Grundschule; Volksschule; History of education; Bildungsgeschichte
Abstract	The purpose of this review was to examine the 25-year period of research on elementary prospective teachers (EPTs) in mathematics content courses since publication of the "Curriculum and Evaluation Standards for School Mathematics" (NCTM, 1989). Analysis included an extensive electronic search and a manual search of 11 well-respected journals. Twenty-four studies met the inclusion criteria. Nineteen of the 24 studies occurred in the context of a reform pedagogy. Results showed positive changes in EPTs' affect were possible, but these shifts were sometimes difficult to come by and encountered resistance from the EPTs. Some studies showed an increase in EPTs' content knowledge, while others did not achieve the desired effects. Results show further study of EPTs' content knowledge is warranted. Implications for course learning experiences and suggestions for future research are offered. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01