Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

• Sandra L. Laursen ^[1] ; Marja-Liisa Hassi ^[1] ; Sarah Hough ^[2]
  1. [1] University of Colorado Boulder

     University of Colorado Boulder

     Estados Unidos

     
  2. [2] University of California
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 47, Nº. 2, 2016, págs. 256-275
• Idioma: inglés
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• Resumen

  • 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.