Search results for: Hart Lynn C.

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Providing Space for Elementary Prospective Teachers' Viewpoints on Mathematics Content Courses: A Two-Dimensional Model of Learning
Authors: Swars Susan Lee, Smith Stephanie Z., Smith Marvin E., Hart Lynn C., Carothers Jody
This case study examined the experiences of two groups of 12 elementary prospective teachers completing distinct mathematics content courses. The findings reveal perspectives on knowing, learning, and teaching mathematics as experienced in the context of these courses. The prospective teachers' mathematical beliefs and affect also emerged as key findings, coupled with the quantitative data revealing differences in specialized content knowledge for teaching mathematics. Two salient dimensions emerged as promoting learning in the courses: caring classroom practices and curricular relevance.
Published: 2013
Updated: Jun. 05, 2016
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A Longitudinal Study of Effects of A Developmental Teacher Preparation Program on Elementary Prospective Teachers’ Mathematics Beliefs
Authors: Swars Susan Lee, Smith Stephanie Z., Smith Marvin E., Hart Lynn C.
This is a longitudinal, mixed methods study. It presents a thorough examination of the effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety, and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated developmental field placements, provided a context supporting teacher change.
Published: 2009
Updated: Apr. 06, 2009