THE IMPACT OF SITE-BASED ELEMENTARY MATHEMATICS METHODS COURSEWORK

Patricia S. Moyer

The University of Alabama

Pmoyer@bamaed.ua.edu

Jenefer Husman

The University of Alabama

Jhusman@bamaed.ua.edu

The purpose of this study was to contribute to our understanding of environments and experiences that support elementary preservice teacher development in mathematics. We investigated the impact of teaching methods courses simultaneously with a practicum placement at an elementary school site. A total of 47 elementary education majors divided into two groups participated in the study. Twenty-two preservice teachers attended methods courses on a university campus and were assigned to a part-time practicum placement; 25 preservice teachers participated in both their practicum and their methods courses at the same school site.

Several sources of data including interviews, written reflections, and anecdotal records were collected throughout the study. The written mathematics reflections indicated that the university-based group was focused on the completion of their assignments and their grades in the mathematics methods course. Although the site-based group also indicated these concerns, they were more focused on the well-being of the children in their classroom placements, the effectiveness of their mathematics lessons on student learning, and assimilating to the school culture as a teacher. Due to their “real world” focus this group perceived their learning activities to be instrumental to reaching their future goals, and therefore they were more engaged in learning about how to be a better teacher of elementary mathematics.