The Content-Focused Methods Course: A Model for Integrating Pedagogy and Mathematics Content*

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Michael D. Steele Michigan State University

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Amy F. Hillen Kennesaw State University

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In the majority of secondary mathematics teacher preparation programs, the work of learning mathematics and the work of learning to teach mathematics are separated, leaving open the question of when and how teachers integrate their knowledge of content and pedagogy. We present a model for a content-focused methods course, which systematically develops a slice of mathematics content in the context of typical methods course activities. Three design principles are posited that undergird the design of such a course, addressing the nature of the mathematics content, the sequencing and design of activities, and the ways in which the course addresses the needs of diverse learners. Data from an instantiation of one such course is presented to illustrate the ways in which the course design framed teachers' opportunities to learn about both content and pedagogy.

Contributor Notes

Michael D. Steele, Department of Teacher Education, Michigan State University, East Lansing, MI 48824; mdsteele@msu.edu

Amy F. Hillen, Kennesaw State University, Kennesaw, GA 30144; hillen@kennesaw.edu

(Corresponding author is Steele mdsteele@msu.edu)
(Corresponding author is Kennesaw hillen@kennesaw.edu)

* In accordance with the policy of the MTE Editorial Panel regarding potential conflicts of interest involving the editor, the review of and publication decision for this manuscript were handled by Denise A. Spangler.

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