
05878629
j
2011c.00184
Fast, Gerald R.
Hankes, Judith E.
Intentional integration of mathematics content instruction with constructivist pedagogy in elementary mathematics education.
Sch. Sci. Math. 110, No. 7, 330340 (2010).
2010
Wiley (WileyBlackwell), Hoboken, NJ; School Science and Mathematics Association (SSMA), Stillwater, OK
EN
B50
C70
C30
constructivism
education courses
teaching methods
pretests posttests
experimental groups
control groups
integrated curriculum
instructional effectiveness
instructional innovation
pedagogical content knowledge
knowledge base for teaching
teacher education programs
intention
doi:10.1111/j.19498594.2010.00043.x
Summary: The purpose of the research was to improve the effectiveness of instruction in constructivist pedagogy in a college elementary mathematics education course through intentional integration of instruction in mathematics content. Instructors of this course previously used examples involving mathematics content on an ad hoc basis in an attempt to illuminate desirable constructivist pedagogy but discovered that they were ineffective because students experienced difficulty with the mathematics content itself. An instrument was created to assess students' mathematics content knowledge required to understand these examples. Based on the outcome of the assessment, intentional instruction of mathematics content using anchoring examples was integrated with pedagogical instruction. Results showed significant improvement in mathematics content knowledge and confidence in that knowledge with a better understanding of constructivist pedagogy. (Contains 2 tables snd 2 notes.) (ERIC)