Main Article Content
This study investigated the effects upon elementary preservice teachers’ mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n=152) were recruited for this study from the College of Education students enrolled at a medium-sized southwestern research university in the United States. Several sources of data were collected, including pre- and post-intervention surveys assessing self-efficacy for mathematics teaching and interdisciplinary-themed instructional design. The overall findings from both surveys indicated that the participating preservice teachers’ mathematics teaching self-efficacy and their interdisciplinary teaching strategies were improved as a result of the intervention. This paper concludes with a discussion of the potential applications to pedagogical practice that accrue from the study's findings, as well as suggestions for further research extending this line of inquiry.
How to Cite
An, S., Tillman, D., & Paez, C. (2015). The Effects of Interdisciplinary Practice on Elementary Preservice Teachers’ Mathematics Teaching Self-Efficacy and Pedagogy: An Intervention Study of Music-Mathematics Integrated Education. Journal of Mathematics Education at Teachers College, 6(1). https://doi.org/10.7916/jmetc.v6i1.605