University Mathematics Content Courses and Elementary Prospective Teachers: A Review of Research from 1990 to 2014

摘要: ABSTRACTThis project reviewed the state of research drawing from articles published 1990 to 2014 (25 years) with elementary prospective teachers (EPTs) as participants, who were completing university courses focused on mathematics content. Twenty-four studies met inclusion criteria for review. Of these studies, 11 examined noncognitive factors such beliefs, attitudes, motivation, and identity, 10 investigated mathematical knowledge in various forms, two explored knowledge, one classroom norms justification. Nineteen 24 occurred context categorized involving alternative pedagogy. The analysis revealed positive changes EPTs’ affect (e.g., emotions) possible a result course experiences, but shifts sometimes difficult come by encountered resistance EPTs. Some showed an increase content across courses,...