Scott, ShelleyannScott, DonaldReid, Mary2013-12-132014-03-152013-12-132013http://hdl.handle.net/11023/1199An important goal in elementary mathematics classrooms is for teachers to employ instructional practices that engage students to develop sustainable and deep conceptual mathematics understanding. In preservice education, this often requires transforming student teachers’ beliefs about teaching mathematics, and their knowledge of mathematics content and pedagogy. This study involved preservice teachers from two mathematics methods courses and specifically examined teaching and learning experiences that contributed to their development in: 1) content knowledge, 2) teacher efficacy, and 3) pedagogy. Building capacity across these three constructs was considered significant in the preservice mathematics courses. This research focused on identifying the factors which influenced students’ development in these three constructs with the view to enhance preservice mathematics programs. The theoretical framework for this research was underpinned by several theories: mathematical knowledge for teaching theory, self-efficacy theory, constructivist learning theory, and adult learning theory. These selected theories were deemed to be highly pertinent to the phenomena of preservice mathematics teacher development and drew upon a range of theorists such as: Ball, Thames, and Phelps, 2008; Bandura, 1986; Dewey, 1938; Knowles, 1984; Mezirow, 1991; Piaget, 1952; and Vygotsky, 1978. Through a mixed methods approach, this study utilized quantitative data related to student teachers’ mathematics content knowledge, teacher efficacy, and anxiety. The qualitative data included student teachers’ journals, interviews, and the researcher-instructor’s journals. The five broad themes that emerged from the converged data were: 1) importance of the instructor’s role in mathematics teacher development; 2) problem solving to support conceptual understanding; 3) building confidence as a mathematics teacher; 4) working towards constructivist pedagogy; and 5) classroom management. Two models were developed from the findings in this study. Model one highlights the differentiating mathematics needs of preservice teachers and ways to support their needs prior to the start of their teacher education program; and model two addresses conceptualizations of coherence and how this can be achieved across the dimensions of mathematics preservice education. These models and this study’s significant findings will be of interest to those seeking to enhance preservice elementary mathematics teacher education through building coherence and implementing strategies to meet the varying backgrounds of student teachers.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--ElementaryEducation--MathematicsEducation--Teacher TrainingMathematicsteacherEducationcontentknowledgeEfficacyanxietyPedagogyElementarypre-serviceconstructivismMethodsdoctoral thesis10.11575/PRISM/26840