Show simple item record

dc.contributor.authorSchmidt, Courtney
dc.date.accessioned2020-04-17T14:39:05Z
dc.date.available2020-04-17T14:39:05Z
dc.date.issued2019-05
dc.identifier.urihttp://hdl.handle.net/1951/71140
dc.description.abstractWith the pressure of teachers to challenge and increase achievement in the area of mathematics, it has become imperative to effectively train teachers to have this mathematical knowledge. Research has shown that more teacher preparation programs are focusing on introducing the foundation of mathematics for preservice teachers knowing that they are generalist elementary educators. This study looks at the perceptions of mathematics based on the completion of a mathematics methods course in a small liberal arts college in Chautauqua County. A questionnaire was distributed and consisted of both qualitative and quantitative questions. The results show that undergraduate mathematics courses are crucial to the implementation of mathematics in the preservice teachers future classroom. Future research could pair the questionnaire with an observation to examine their delivery of mathematics instruction.en_US
dc.language.isoen_USen_US
dc.publisherState University of New York at Fredoniaen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectElementary school teachers.en_US
dc.subjectMathematics teaching and learningen_US
dc.subjectTeachers--Training of.en_US
dc.titleThe Perception of Preservice Teachers Regarding the Impact of a Math Methods Course on Their Ability to Instruct Mathematics in Their Future Classroomen_US
dc.typeThesisen_US


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States