This study investigated the extent to which elementary education mathematics methods courses exposed preservice teachers to research-based pedagogical practices grounded in cognitive science as well as best practices for mathematics instruction. A line-by-line content analysis of textbooks and course syllabi from ten teacher education programs within the State University System SUS) of Florida was completed. Evidence of the National Council of Teachers of Mathematics' (NCTM) eight high leverage Mathematics Teaching Practices (MTPs) was documented on the © Scoring Rubric for the National Council of Teachers of Mathematics' Mathematics Teaching Practices (MTPs), and Mayer's (2009) Science of Instruction Principles (SOIPs) were documented on © Scoring Rubric for Mayer's Science of Instruction Principles (SOIPs). Coding techniques were utilized to document the presence of additional theories of learning, instruction, and motivation. The results were reported using descriptive and inferential statistics, as well as relative and absolute color comparisons. Data analysis indicated that the Mathematics Teaching Practices were documented significantly more than the Science of Instruction Principles. The findings from this investigation may be used to inform textbook authors and teacher education faculty members as they develop future content for mathematics methods courses.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2020-1165 |
| Date | 01 January 2020 |
| Creators | Adams, Rachel |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations, 2020- |
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