Journal of Education & Social Policy

Impact of a Field-Based Mathematics Methods Course on Preservice Elementary Teachers’ Specialized Content Knowledge: The Case of Area and Perimeter
Blidi S. Stemn, Ph.D.

Abstract
This case study examined the impact of a field-based mathematics methods on the specialized content knowledge (SCK) for teaching area and perimeter with specific focus on representational competence and questioning strategies. Three preservice elementary teachers (PSETs) were purposefully selected from the 15 students who were enrolled in the course. They first solved the Rectangular Garden Task outside of class and presented their solutions for a whole class discussion. They then planned four lessons based on the task and taught it to students in their field placements. The data sources consisted of their solutions to task, lesson plans, video recordings of their teaching, field notes and their written reflections. The results revealed that they all showed growth in their representational competence and questioning strategies as a result of engaging in solving the task and teaching the four lessons. However, they experienced challenges in asking open-ended and follow-up questions and wait time.

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