Integrating Teacher Candidates' Conceptions of Mathematics, Teaching, and Learning: A Cross-University Collaboration.

Abstract

This study reports findings from an elementary teacher education initiative advanced between a department of mathematics and a school of education in a large, state-supported university. The design incorporated the interconnectedness of teacher candidates’ conceptions related to mathematics, teaching, and learning and sought to explore how conceptions related to views of practice. Results suggest that an integrated program can foster an increased willingness to teach mathematics, greater recognition that mathematics is taught in lower elementary grades, a switch in focus of lessons to an understanding of content, and an integration of new content understandings in lesson design.