Effects of Mathematics Methods Courses on the Mathematical Attitudes and Content Knowledge of Preservice Teachers

A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-service Primary School Teachers’ Performance

“…Since subject matter content knowledge includes the structure of the subject matter, it is important to include information on how the basic concepts and principles are organized (Shulman, 1986). As Quinn (1997) indicated, teachers who have inadequate meaningful mathematical content knowledge and/or poor attitudes toward the subject often exacerbate students' difficulties in learning mathematics. Chen, Van Dooren, Chen, and Verschaffel (2011, p. 923) stated, "The completeness, correctness and coherence of both teachers' subject matter knowledge and their pedagogical content knowledge impact the nature and quality of their actual teaching and, consequently, of students' mathematical learning processes and outcomes."…”

Implementing Project Based Survey Research Skills to Grade Six ELP Students with The Survey Toolkit and TinkerPlots®

“…Teachers feel uncomfortable teaching statistics concepts because they have not been adequately trained, and many of the teachers have either never taken a formal statistics course or had very little formal training (Begg & Edwards, 1999;Franklin, 2000). Research indicates that professional development activities are probably the most important resource for teachers to improve meaningful knowledge of content and attitudes toward mathematics (Battista, 1986;Ball, 1991;Hill & Ball, 2004;Quinn, 1997). Schoen, Cebulla, Finn, and Fi (2003) found similar results and that completion of a professional development math workshop course were positively related to growth in student achievement.…”

Motivation and attitude of preservice elementary teachers toward mathematics : is rural revevant?

“…Mastery goals and positive attitudes are emphasized by the NCTM Standards (1989,1991,2000). Quinn (2001) found that a mathematics methods course based on NCTM Standards could improve preservice teacher attitudes toward mathematics. According to Stipek et al (1998) there was considerable alignment between instruction that promoted mastery goals in students and the type of mathematics instruction called for by NCTM.…”

“…However, change is possible using constructivist strategies to teach mathematics over a long period of time (Gibson et al, 1999;Quinn, 2001). Attitudes are important because they affect teaching behaviors and strategies (Karp 1988(Karp , 1991Wilkins, 2002).…”