
06245913
j
2014a.00415
Bonner, Emily P.
Ruiz, Elsa C.
Travis, Betty
Investigating content knowledge of traditionally vs. alternatively prepared preservice secondary mathematics teachers.
Issues Undergrad. Math. Prep. Sch. Teach., J. 1, Content Knowledge, 13 p., electronic only (2013).
2013
Texas Tech University, Department of Mathematics and Statistics, Lubbock, TX
EN
D39
D49
C39
C49
B50
teacher education programs
preservice teachers
academic achievement
scores
higher education
http://www.k12prep.math.ttu.edu/journal/contentknowledge/bonner01/article.pdf
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.