Search results for: 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.