Development of junior intermediate preservice teachers' mathematical knowledge and values / by Carlos Zerpa.

Abstract

This research thesis is composed of two studies. The first study examined the validity and reliability of a locally developed instrument called the Perceptions of Mathematics (POM) questionnaire (Kajander, 2005). The POM questionnaire was used to measure mathematical knowledge and values on junior intermediate preservice teachers in the second study of this research thesis. The second study investigated preservice teachers’ change in mathematical knowledge and values via a mathematics methods course in education. This study included pretests and post-tests to examine preservice teachers’ preliminary mathematical knowledge, beliefs, and changes, in these factors, after taking the mathematics methods course at the junior intermediate level. The results in the first study show evidence that the POM questionnaire is a valid and reliable instrument. The results in the second study suggest that it is possible to change preservice teachers’ conceptual and procedural mathematics knowledge via a mathematics methods course in education. In addition, the results o f the second study suggest that preservice teachers’ academic background does not appear to influence their change in conceptual mathematical knowledge and values via a mathematics methods course. On the other hand, preservice teachers’ conceptual and procedural mathematical knowledge at the pretest, plus preservice teachers’ courses taken in high school, appear to influence their change in conceptual mathematical knowledge the most. These findings have implications for mathematics educators of teachers, as well as school boards, to help them better assess professional development needs.