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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

Abstract:
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.    

Keywords:
Action Research
Pre-K-2
Article
Grades 3-5
Conceptual Development
Curriculum
Numbers and Operations
Teacher
Skill and Fluency
Professional Development / Teacher Education
Reasoning and Proof
Representation