Study Groups as a Tool for Enhancing Preservice Students’ Content Knowledge

Abstract

This paper explores the use of study groups in a preservice primary mathematics education subject where discipline knowledge (mathematics) is integrated with pedagogical knowledge (mathematics education). In order to address the wellrecognized fear and competency levels of preservice teachers in the study of mathematics, study groups were explored as a medium for enhancing learning – both cognitive and affective. Overall, those students who used study groups reported that they were very effective forums for enhancing cognitive and affective learning outcomes in mathematics.