The effects of an experiential learning approach to elementary teachers' mathematics content knowledge for teaching and self-efficac

The purpose of this mixed methods study was to examine the effects of using experiential learning methods to increase the mathematics content knowledge for teaching and self-efficacy of in-service elementary teachers. The study was conducted with 27 elementary teachers who took a continuing education course entitled "Common Core Mathematics for Elementary Teachers" offered through their school district. Data were collected from the participants from a demographic survey, pre- and post-tests of mathematics content knowledge for teaching, preand post-tests of self-efficacy, and from teacher's weekly and end-of course reflections. The data were analyzed quantitatively using paired samples t-tests. Qualitative data were collected from the participants' weekly reflections and were ranked using a 5-point rubric, and analyzed using descriptive statistics. End-of-Course reflections were reviewed using constant comparison analysis. The quantitative results indicated that experiential learning methods were effective in increasing the participants' mathematical content knowledge for teaching. The results also indicated that mathematics content instruction using experiential learning methods also produced increases in both components of the Self Efficacy Theory---personal self-efficacy and outcome expectancy. Participants' weekly reflections revealed an increasing trend from week two through week six. The qualitative data were analyzed and three themes emerged: Knowledge gained, internalization of concepts; and, transformation of knowledge. The qualitative data were triangulated with the quantitative results; thus, strengthening the conclusions. The results of the mixed methods study indicated that the participants' mathematics content knowledge for teaching and teachers' self-efficacy increased with mathematics content and pedagogy instruction using experiential learning methods.