Effects of Early Field Experiences on the Mathematical Content Knowledge and Beliefs of Prospective Elementary School Teachers: An Experimental Study

In this experimental study, prospective elementary school teachers enrolled in a mathematics course were randomly assigned to (a) concurrently learn about children's mathematical thinking by watching children on video or working directly with chil-dren, (b) concurrently visit elementary school...

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Bibliographic Details
Published in:Journal for research in mathematics education 2007-11, Vol.38 (5), p.438-476
Main Authors: Philipp, Randolph A., Ambrose, Rebecca, Lamb, Lisa L. C., Sowder, Judith T., Schappelle, Bonnie P., Sowder, Larry, Thanheiser, Eva, Chauvot, Jennifer
Format: Article
Language:English
Subjects:
Belief & doubt
Children
Children & youth
Comparative Analysis
Elementary school mathematics
Elementary School Teachers
Field Experience Programs
Knowledge
Learning
Mathematical knowledge
Mathematical Logic
Mathematics
Mathematics education
Mathematics Instruction
Mathematics teachers
Methods Courses
Pedagogical Content Knowledge
Preservice Teachers
Program Effectiveness
Student Teacher Attitudes
Teacher education
Teachers
Thinking Skills
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Summary:In this experimental study, prospective elementary school teachers enrolled in a mathematics course were randomly assigned to (a) concurrently learn about children's mathematical thinking by watching children on video or working directly with chil-dren, (b) concurrently visit elementary school classrooms of conveniently located or specially selected teachers, or (c) a control group. Those who studied children's mathematical thinking while learning mathematics developed more sophisticated beliefs about mathematics, teaching, and learning and improved their mathematical content knowledge more than those who did not. Furthermore, beliefs of those who observed in conveniently located classrooms underwent less change than the beliefs of those in the other groups, including those in the control group. Implications for assessing teachers' beliefs and for providing appropriate experiences for prospective teachers are discussed.
ISSN:0021-8251
1945-2306