Document Type

Conference Proceeding




This research grew from two university faculty members’ and one doctoral student’s collaboration across different academic fields (mathematics and education) to better serve elementary preservice teachers (PSTs). The collaboration resulted in shared expertise and an ongoing investigation of confidence of mathematical content knowledge (M-CK) and mathematics pedagogical content knowledge (M-PCK) of PSTs who participated in math content coursework designed for elementary teachers. Findings suggest that PSTs who take one or more of these content courses, along with a mathematics methods course, have higher M-CK and M-PCK than PSTs who take only traditional mathematics courses along with a mathematics methods course.

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Education Commons