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

Abstract

Teachers who have inadequate meaningful mathematical content knowledge and/or poor attitudes toward the subject often exacerbate the problems that students experience in learning mathematics. In the present study, the effects of mathematics methods courses that use manipulatives, technology, and cooperative learning on meaningful mathematical content knowledge and attitude toward mathematics for preservice elementary teachers and preservice secondary mathematics teachers were investigated. Initial differences regarding content knowledge between these groups was also considered. Following the completion of a mathematics methods course, the preservice elementary teachers' attitudes improved significantly and their content knowledge increased significantly. These measures increased, but not significantly, for the preservice secondary mathematics teachers. Initially, the preservice secondary mathematics teachers had more content knowledge than the preservice elementary teachers did. An item analysis of the content test identified areas of particular concern. Suggestions for improving preservice teacher education and questions worthy of further study are provided.

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