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The purpose of this paper is to show the similarities as well as the differences of fundamental fraction knowledge owned by preservice elementary teachers from the United States ( N= 89) and Taiwan ( N= 85). To this end, we examined and compared their performance on an instrument including 15 multiple-choice test items. The items were categorized into four different types of fundamental fraction constructs, including part-whole relationship, quotient, equivalence, and meanings of operations. Each item was embedded in the area, linear, or set model except for the items constructed out of the meaning of operations. Several items were featured with a pictorial illustration. Quantitative analysis showed that U.S. preservice teachers were significantly outperformed by their Taiwanese counterparts overall. The difference between the two groups was statistically significant on 12 of 15 items. Findings suggest that preservice elementary teachers from both countries need to be better prepared in their understanding of the meaning of fraction multiplication or division operations. Findings also suggest that U.S. preservice elementary teachers need to be more knowledgeable in dealing with fraction problems embedded in a linear model. Further research is suggested to study the issues raised from the findings. [ABSTRACT FROM AUTHOR]

In this article, we describe preservice elementary teachers 'reactions to Liping Ma's (1999) book, Knowing and Teaching Elementary Mathematics (KTEM), from five universities. Ma's discussion of solely teaching elementary mathematics procedurally and its consequences awakens the preservice teachers 'memories of learning elementary mathematics. Ma's analysis of and solution to the problem ignites strong emotions in the preservice elementary teachers and promotes a desire to teach elementary mathematics conceptually. Through the analysis of writing assignments, we summarize how reading and reflecting on KTEM gives preservice teachers an opportunity to examine their beliefs about teaching and learning elementary mathematics conceptually. [ABSTRACT FROM AUTHOR]

In spite of repealed reform efforts, there is research and data that suggest that teachers lack the needed knowledge to successfully teach elementary mathematics. Some argue that teachers lack the needed content knowledge while other argue that a lack of confidence and practice are impacting teachers `ability to successful leach mathematics. As a result of these issues, this paper looks at the impact of a service-learning experience on pre- service teachers' confidence and preparation in the area of mathematics. The service-learning experience had a number of intended and unintended outcomes. As a result of the service-learning experience. pre-service teachers noted increased understanding, innovation and confidence in the area of mathematics. [ABSTRACT FROM AUTHOR]

The article offers information on various research papers published within the issue including one on underrepresented students in outreach programs, one on students' and teachers' attitude in learning science and mathematics and one on preservice elementary teachers.

This mixed methods study explored the development of elementary and middle school preservice teachers' (PSTs) learning to assess student thinking through analysis of students' written work. Six sections of the first mathematics content course for teaching implemented two writing assignments focused on analysis of student work aligned to the mathematics topics covered in the PSTs' classes. Using quantitative methodology, we examined the PSTs' (n = 99) change in their noticing and assessment skills of attending to and interpreting students' thinking. We also documented their mathematical content knowledge (MKT) as measured by the Learning for Mathematics Teaching in the domains of specialized content knowledge and knowledge of content and students. Findings show that the PSTs increased in their assessment skills and in their MKT. Using a qualitative methodology on interview data of a subset of eight PSTs, we found they acknowledged that having a firm grasp of mathematical content is essential to understanding and explaining student thinking. Findings indicate that engaging PSTs in the real work of teaching such as noticing and assessing students' thinking through written work at the early stages of their teacher preparation may motivate PSTs to learn mathematics more deeply with an eye towards strengthening their assessment skills. [ABSTRACT FROM AUTHOR]

Research suggests the importance of mathematics knowledge for teaching ( MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge ( M- CK) and mathematical pedagogical content knowledge ( M- PCK). However, there is no consensus on how best to prepare elementary preservice teachers ( PSTs) to achieve M- CK and M- PCK. This study builds on research related to MKT by investigating influences of mathematics content courses designed specifically for elementary PSTs ( IMPACT courses- Impact of Mathematics Pedagogy and Content on Teaching) on their attitudes (i.e., confidence and motivation) toward M- CK and M- PCK. Results suggest that the PSTs who participated in these IMPACT courses not only acquired high levels of confidence and motivation toward M- CK, but also showed significant and greater gains in attitudes toward M- PCK, after taking the required mathematics methods course, than their counterparts. Further, the findings suggest that these IMPACT courses provided a mathematical foundation that allowed the PSTs to engage in mathematics teaching methods better than those PSTs who did not have such a foundation. These results suggest potential course experiences that may enhance M- CK and M- PCK for elementary PSTs. [ABSTRACT FROM AUTHOR]

This study investigated preservice elementary teachers' achievement goal orientations for learning mathematics and the relationship of those goals to their attitudes toward mathematics. Self-report instruments were administered to assess three achievement goals-mastery, performance-approach, and performance-avoid, and three constructs of attitude-confidence in learning mathematics, usefulness of mathematics, and mathematics as a male domain. The preservice teachers were higher in mastery goals than in performance goals, and performance-avoid goals were higher than performance-approach goals. Mastery goals correlated positively to all three constructs of attitude. Since mathematics classes are traditionally performance-oriented, these results suggest a mismatch between personal and classroom goals that could result in negative attitudes and the adoption of maladaptive performance-avoid goals. These findings suggest that mathematics content courses for preservice elementary teachers should be taught in a classroom climate that supports and encourages mastery goals. [ABSTRACT FROM AUTHOR]

This study investigates how well 381 prospective elementary, early childhood, and special education majors solved four arithmetic problems that required using the order of operations. Self-reported data show these students to be relatively able mathematically and confident in their ability, with no substantial dislike of mathematics. The percentage of answers that were incorrect that is attributable to order of operations ranged from 21. 7% to 78.5%. Overall, fewer than half the subjects answered more than Iwo questions correctly. Of those subjects who performed multiplication before addition, which indicates some knowledge of order of operations, 30.9% performed addition before subtraction and 38.0% performed multiplication before division rather than from left to right, which suggests that instead of using the correct order of operations, these students used the common mnemonic PEMDAS or "Please excuse my dear Aunt Sally" literally, performing multiplication before division and performing addition before subtraction, rather than from left-to-right. Furthermore, 78.5% of subjects used the incorrect order of operations to compute -32. [ABSTRACT FROM AUTHOR]

Preservice teachers in a bachelor of education (Primary and ECE) program were surveyed about their beliefs and attitudes toward mathematics and its teaching and learning, at the beginning of their first mathematics curriculum unit and again at the end of their second mathematics education unit, approximately 18 months later. Significant differences were found for several items. However, in comparison to previously noted changes in the beliefs of similar cohorts from the beginning to end of a single unit, the changes were relatively 'small. Aspects of the course that students considered valuable and which may have contributed to the changes are also reported. [ABSTRACT FROM AUTHOR]

Many K-8 preservice teachers have not experienced learning mathematics in a standards-based classroom. This article describes a mathematics content course designed to provide preservice teachers experiences in learning mathematics that will help build a solid foundation for a standards-based methods course. The content course focuses on developing preservice teachers' mathematical knowledge, as well as helping them realize what it means to learn mathematics that is taught using the pedagogy in the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000). Furthermore, findings are presented from a study on this course that describe students' pre-and postcourse beliefs, attitudes, and perceptions of what it means to learn and teach mathematics. These findings provide evidence that the students in the study are beginning to understand what is meant by a standards-based classroom. Data were collected from surveys and interviews. Quotes from the students who aspire to be elementary teachers are used throughout the article to support the points. [ABSTRACT FROM AUTHOR]