Effects of Early Field Experiences on the Mathematical Content Knowledge and Beliefs of Prospective Elementary School Teachers: An Experimental Study
Randolph A. Philipp, Rebecca Ambrose, Lisa L.C. Lamb, Judith T. Sowder, Bonnie P. Schappelle, Larry Sowder, Eva Thanheiser, Jennifer Chauvot
November 2007, Volume 38, Issue 5, Page 438
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 children, (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.
Numbers and Operations
Skill and Fluency
Professional Development / Teacher Education
Reasoning and Proof