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Math and Education Faculty Working to Improve Content Knowledge for Pre-Service Elementary Teachers

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Abstract:

Math and education faculty worked together to quantify math content knowledge gained in a pre-service education program. Selected items from the TIMSS 8th grade test were chosen to construct a pre-test and post-test in a control group longitudinal design. An analysis was performed on the results. Correlations between SAT scores, TIMSS scores, and math grades were also calculated. Programmatic changes were made and the pre-tests and post-tests were given again. Analysis was repeated and comparisons were made.

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test (27), content (17), pre (17), post (15), knowledg (14), score (13), math (13), teacher (13), student (12), mathemat (12), post-test (12), mth (11), 210 (11), pre-test (11), educ (10), grade (9), sat (9), signific (8), group (8), cours (7), elementari (7),
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Name: North American Chapter of the International Group for the Psychology of Mathematics Education
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MLA Citation:

Richardson, Janice. and Beuerle, Lisa. "Math and Education Faculty Working to Improve Content Knowledge for Pre-Service Elementary Teachers" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada, Oct 21, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117643_index.html>

APA Citation:

Richardson, J. L. and Beuerle, L. , 2004-10-21 "Math and Education Faculty Working to Improve Content Knowledge for Pre-Service Elementary Teachers" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117643_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Math and education faculty worked together to quantify math content knowledge gained in a pre-service education program. Selected items from the TIMSS 8th grade test were chosen to construct a pre-test and post-test in a control group longitudinal design. An analysis was performed on the results. Correlations between SAT scores, TIMSS scores, and math grades were also calculated. Programmatic changes were made and the pre-tests and post-tests were given again. Analysis was repeated and comparisons were made.

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Document Type: .PDF
Page count: 2
Word count: 1004
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MATH AND EDUCATION FACULTY WORKING TO IMPROVE CONTENT KNOWLEDGE FOR PRE-SERVICE ELEMENTARY TEACHERS Janice Richardson and Lisa Beuerle Elon University richards@elon.edu lbeuerle@elon.edu Math and education faculty worked together to quantify math content knowledge gained in a pre- service education program. Selected items from the TIMSS 8th grade test were chosen to construct a pre-test and post-test in a control group longitudinal design. An analysis was performed on the results. Correlations between SAT scores TIMSS scores and math grades were
content knowledge is reasonable. At Elon we feel at 74% on an eighth grade exam is not reasonable. We will continue to explore other programmatic changes and ways to measure math content knowledge of pre-service elementary teachers. Ball D. (1988). The subject matter preparation of prospective teachers: challenging the myths. East Lansing MI: National Center for Research in Teacher Education. Ma L. (1999). Knowing and teaching elementary mathematics. Mahwah NJ: Lawrence Erlbaum Associates. National Council of Teachers of Mathematics.


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Using innovative fraction activities as a vehicle for examining conceptual understanding of fraction concepts in pre-service elementary teachers mathematical education


 
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