@article {MATHEDUC.06586014,
    author       = {Laursen, Sandra L. and Hassi, Marja-Liisa and Hough, Sarah},
    title        = {Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers.},
    year         = {2016},
    journal      = {International Journal of Mathematical Education in Science and Technology},
    volume       = {47},
    number       = {2},
    issn         = {0020-739X},
    pages        = {256-275},
    publisher    = {Taylor \& Francis, Abingdon, Oxfordshire},
    doi          = {10.1080/0020739X.2015.1068390},
    abstract     = {Summary: This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.},
    msc2010      = {C70xx (C39xx D39xx D49xx)},
    identifier   = {2016d.00241},
}