EFFECTS OF MATHEMATICS METHODS COURSES ON THE MATHEMATICAL ATTITUDES AND CONTENT KNOWLEDGE OF PRESERVICE TEACHERS

Teachers who have inadequate meaningful mathematical content knowledge and/or poor attitudes toward the subject often exacerbate the problem s that students experience in learning mathematics. In the present stu dy, the effects of mathematics methods courses that use manipulatives, technology, and cooperative learning on meaningful mathematical conte nt knowledge and attitude toward mathematics for preservice elementary teachers and preservice secondary mathematics teachers were investiga ted. Initial differences regarding content knowledge between these gro ups was also considered, Following the completion of a mathematics met hods course, the preservice elementary teachers' attitudes improved si gnificantly and their-content knowledge increased significantly. These measures increased, but not significantly, for the preservice seconda ry mathematics teachers. Initially, the preservice secondary mathemati cs teachers had more content knowledge than the preservice elementary teachers did. An item analysis of the content test identified areas of particular concern. Suggestions for improving preservice teacher educ ation and questions worthy of further study are provided.