North Carolina NAEP: Applying the National Assessment of Educational Progress within Preservice Teacher Education

This study developed twelve instructional modules based on the National Assessment of Educational Progress for mathematics content and methods courses for preservice elementary and middle school teachers and examined their impact on PSTs' mathematical content knowledge and self-efficacy beliefs...

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Bibliographic Details
Published inNorth American Chapter of the International Group for the Psychology of Mathematics Education
Main Authors Goodson-Espy, Tracy, Cifarelli, Victor V, Pugalee, David, Lynch-Davis, Kathleen, Morge, Shelby, Salinas, Tracie, Mawhinney, Katherine, Owens, Sharilyn, Savich, Paula, Anderson, Amanda, Schmal, Stephen
Format Report
LanguageEnglish
Published North American Chapter of the International Group for the Psychology of Mathematics Education 01.11.2012
Subjects
Beliefs
Elementary School Teachers
Learning Modules
Mathematical Concepts
Mathematical Logic
Mathematics Instruction
Mathematics Teachers
Methods Courses
Middle School Teachers
National Competency Tests
Pedagogical Content Knowledge
Preservice Teacher Education
Preservice Teachers
Self Efficacy
Student Attitudes
Teacher Education Programs
Teaching Methods
North Carolina
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Summary:This study developed twelve instructional modules based on the National Assessment of Educational Progress for mathematics content and methods courses for preservice elementary and middle school teachers and examined their impact on PSTs' mathematical content knowledge and self-efficacy beliefs about teaching mathematics. The modules help preservice teachers: (1) improve their mathematical content knowledge, (2) learn how to use effective methods to teach mathematics; and (3) become aware of uses of NAEP. Mathematical content knowledge was measured by instruments from the Learning Mathematics for Teaching project and mathematics teaching efficacy beliefs were measured by the Mathematics Teaching Efficacy Beliefs Instrument or the Yackel Beliefs Survey. Modules were found to increase PSTs' mathematical content knowledge for teaching and improve their teaching efficacy beliefs. [For the complete proceedings, see ED584829.]