The Impact of Enacted Mathematics Curriculum Models on Prospective Elementary Teachers' Course Perceptions and Beliefs

Abstract

This paper communicates the impact of prospective teachers' learning of mathematics using novel curriculum materials in an innovative classroom setting. Two sections of a mathematics content course for prospective elementary teachers used different text materials and instructional approaches. The primary mathematical authorities were the instructor and text in the textbook section and the prospective teachers in the curriculum materials section. After one semester, teachers in the curriculum materials section ( n = 34) placed significantly more importance on classroom group work and discussions, less on instructor lecture and explanation, and less on textbooks having practice problems, examples, and explanations. They valued student exploration over practice. In the textbook section ( n = 19), there was little change in the teachers' beliefs, in which practice was valued over exploration. These results highlight the positive impact of experiences with innovative curriculum materials on prospective elementary teachers' beliefs about mathematics instruction.