PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
Outcomes of Inquiry-Based Learning for Pre-Service Teachers: A Multi-site Study
Page: 2-88
Children’s mathematical learning depends on their teachers. To be effective in the classroom, teachers need a variety of types of knowledge: not only deep mathematical knowledge of the content they will be teaching, but knowledge of how to teach that specific content—as well as general pedagogical knowledge for engaging students and managing a classroom. Moreover, teachers’ confidence in their mathematical abilities—or lack of it— can have a powerful effect on students, as early as the first grade (Beilock et al., 2010). While some of these abilities are developed over the course of a career, the formal preparation of future teachers is also essential.