id: 06245913
dt: j
an: 2014a.00415
au: Bonner, Emily P.; Ruiz, Elsa C.; Travis, Betty
ti: Investigating content knowledge of traditionally vs. alternatively prepared
pre-service secondary mathematics teachers.
so: Issues Undergrad. Math. Prep. Sch. Teach., J. 1, Content Knowledge, 13 p.,
electronic only (2013).
py: 2013
pu: Texas Tech University, Department of Mathematics and Statistics, Lubbock,
TX
la: EN
cc: D39 D49 C39 C49 B50
ut: teacher education programs; preservice teachers; academic achievement;
scores; higher education
ci:
li: http://www.k-12prep.math.ttu.edu/journal/contentknowledge/bonner01/article.pdf
ab: Summary: Teacher content knowledge has been repeatedly linked to student
achievement. Alternative mathematics teacher education programs are
popular and prevalent, but do they prepare teachers with the content
knowledge needed to teach secondary mathematics? This study reports on
a quantitative analysis comparing scores between traditionally and
alternatively prepared teachers on a secondary mathematics state
licensure test. Results show that neither group had a passing mean, and
traditionally prepared teachers typically score higher on the state
licensure test, though only significantly higher in particular domains
and total score.
rv: