Development of Preservice Mathematics Teachers' Pedagogical Content Knowledge and Conceptual/Procedural Orientations toward Mathematics

Mathematics is often taught by lecturing students on how to perform procedures, but it could be taught in ways that promote active student engagement and develop deep conceptual understanding. Research supports the latter approach as better for students' retention, engagement, and success with learning mathematics. An important time to influence teachers' knowledge and beliefs regarding effective teaching practices is during their preservice training. This longitudinal, mixed-methods study examined the beliefs and knowledge of nine secondary preservice mathematics teachers enrolled in a university teacher preparation program. Quantitative data regarding participants' beliefs about mathematics and how it should be taught were collected through two surveys which participants took at three points during their program: (1) before their content pedagogy (Methods) courses, (2) after their Methods courses, and (3) after student teaching. Qualitative data were collected from three interviews and various course artifacts. Repeated measures analysis of variance demonstrated significant differences, with large effect sizes, in participants' beliefs about mathematics as inquiry versus rules and procedures; learning through student activity versus teacher direction; growth mindsets toward mathematics achievement; and constructivist orientations toward teaching and learning. Post-hoc analyses demonstrated that these positive shifts were most pronounced after participants' Methods courses. Interviews corroborated quantitative findings, provided evidence that participants also gained pedagogical content knowledge to enact their beliefs, and pointed toward learning about and practicing conceptually focused teaching strategies in the Methods courses as affecting students' beliefs and knowledge. However, changes after student teaching were mixed, with most participants showing some level of regression toward more teacher-centered, procedural teaching. This was due to inconsistent messages from their cooperating teachers and constraints which restricted their opportunities to practice the conceptual strategies they had learned in Methods coursework. Based on this study, it is recommended that teacher preparation programs are structured to provide consistent messaging to preservice teachers through content pedagogy courses which equip students with effective teaching practices and convince them of their merits; content courses taught in ways that model those practices; and clinical experiences with cooperating teachers whose teaching philosophies are aligned with the preparation program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]