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Article
Effects of Early Field Experiences on the Mathematical Content Knowledge and Beliefs of Prospective Elementary School Teachers: An Experimental Study
Journal for Research in Mathematics Education (2007)
  • Randolph A. Philipp
  • Rebecca Ambrose
  • Lisa L.C. Lamb
  • Judith T. Sowder
  • Bonnie P. Schappelle
  • Larry Sowder
  • Eva Thanheiser, Portland State University
  • Jennifer Chauvot
Abstract

In this experimental study, prospective elementary school teachers enrolled in a mathematics course were randomly assigned to (a) concurrently learn about children's mathematical thinking by watching children on video or working directly with children, (b) concurrently visit elementary school classrooms of conveniently located or specially selected teachers, or (c) a control group. Those who studied children's mathematical thinking while learning mathematics developed more sophisticated beliefs about mathematics, teaching, and learning and improved their mathematical content knowledge more than those who did not.

Keywords
  • Conceptual development
Publication Date
November, 2007
Citation Information
Randolph A. Philipp, Rebecca Ambrose, Lisa L.C. Lamb, Judith T. Sowder, et al.. "Effects of Early Field Experiences on the Mathematical Content Knowledge and Beliefs of Prospective Elementary School Teachers: An Experimental Study" Journal for Research in Mathematics Education Vol. 38 Iss. 5 (2007)
Available at: http://works.bepress.com/eva_thanheiser/11/