Contributions of “Mathematics for Elementary Teachers” Courses to Teaching: Prospective Teachers’ Views and Examples

Rina Zazkis, Roza Leikin, Simin Chavoshi Jolfaee

Abstract


A Mathematics course for elementary school teachers (MFET) is required in North
America in most teacher education programs. Our study investigates the perceptions
of prospective elementary school teachers with respect to the contributions of such a
course to their teaching. The results show that acquiring an understanding of
concepts from the elementary school curriculum is the main contribution that they
perceive. We conclude with two perspectives – a pessimistic one and an optimistic
one – on this finding.

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