Effects of an integrated content and methods course on preservice teachers' beliefs and efficacy toward mathematics.

摘要

There is much concern about the state of mathematics education in the U.S. Student achievement, beliefs, and efficacy are influenced by the elementary teacher, stressing the importance of quality mathematics teacher preparation. This quantitative study examined the effects of an integrated content and methods mathematics course taught using constructivist principles on preservice teachers' beliefs and efficacy toward teaching and learning mathematics. The sample included 124 preservice teachers enrolled in mathematics content or integrated mathematics content and methods at a mid-sized California university. This study generating descriptive and comparative data had a nonequivalent control group design with two groups, the experimental group who received the intervention and a second group used as the control receiving no treatment.;Data were collected using the Mathematics Beliefs Instrument, a survey consisting of 33 Likert-style items. Descriptive analysis and analysis of covariance were conducted to answer three research questions. Results indicated that there were statistically significant differences in beliefs about teaching and learning mathematics shifting in a direction more consistent with reform-like beliefs. There was also a significant enhancement of the preservice teachers' efficacy toward learning and teaching mathematics. The analysis of covariance between the experimental and the control groups revealed no statistically significant difference in the variables measured.;This study has important implications regarding the mathematics preparation of preservice elementary teachers at similar institutions. Recommendations for further research include studies with random assignment of treatment groups and the removal of the researcher from the study. Continued research is needed to determine which course design has the greatest effect on preservice teachers' mathematical beliefs and efficacy. Finally, it is recommended that longitudinal studies track preservice teachers beyond the preparation phase into the first years of teaching to examine how the change impacts teachers' practice.