Relationships Between Opportunity to Learn Mathematics in Teacher Preparation and Graduates' Knowledge for Teaching Mathematics

Author:
James HiebertUniversity of Delaware

Search for other papers by James Hiebert in
Current site
Google Scholar
PubMed
Close
,
Dawn BerkUniversity of Delaware

Search for other papers by Dawn Berk in
Current site
Google Scholar
PubMed
Close
,
Emily MillerWest Chester University

Search for other papers by Emily Miller in
Current site
Google Scholar
PubMed
Close
,
Heather GallivanUniversity of Northern Iowa

Search for other papers by Heather Gallivan in
Current site
Google Scholar
PubMed
Close
, and
Erin MeikleDuquesne University

Search for other papers by Erin Meikle in
Current site
Google Scholar
PubMed
Close

We investigated whether the mathematics studied in 2 content courses of an elementary teacher preparation program was retained and used by graduates when completing tasks measuring knowledge for teaching mathematics. Using a longitudinal design, we followed 2 cohorts of prospective teachers for 3 to 4 years after graduation. We assessed participants' knowledge by asking them to identify mathematics concepts underlying standard procedures, generate multiple solution strategies, and evaluate students' mathematical work. We administered parallel tasks for 3 mathematics topics studied in the program and one mathematics topic not studied in the program. When significant differences were found, participants always performed better on mathematics topics developed in the program than on the topic not addressed in the program. We discuss implications of these findings for mathematics teacher preparation.

Supplementary Materials

    • Supplemental Materials (PDF 915 KB)

Contributor Notes

James Hiebert, School of Education, University of Delaware, 107 Willard Hall Education Building, Newark, DE 19716; hiebert@udel.edu

Dawn Berk, Department of Mathematical Sciences, University of Delaware, 501 Ewing Hall, Newark, DE 19716; berk@udel.edu

Emily Miller, Department of Mathematics, West Chester University, 25 University Avenue, West Chester, PA 19383; emiller@wcupa.edu

Heather Gallivan, Department of Mathematics, University of Northern Iowa, 220 Wright Hall, 1227 West 27th Street, Cedar Falls, IA 50614; heather.gallivan@uni.edu

Erin Meikle, Duquesne University, 600 Forbes Ave., Pittsburgh, PA 15282; eem154@gmail.com

(Corresponding author is Hiebert hiebert@udel.edu)
(Corresponding author is Berk berk@udel.edu)
(Corresponding author is Miller emiller@wcupa.edu)
(Corresponding author is Gallivan heather.gallivan@uni.edu)
(Corresponding author is Meikle eem154@gmail.com)
  • Collapse
  • Expand
Journal for Research in Mathematics Education
All Time Past Year Past 30 Days
Abstract Views 649 235 73
Full Text Views 234 83 9
PDF Downloads 261 93 17
EPUB Downloads 0 0 0