Open AccessJournal Article
Elementary Mathematics Teacher Preparation in an Era of Reform: The Development and Assessment of Mathematics for Teaching
TLDR
This paper found that pre-service teachers were initially weak in conceptual understanding of basic mathematics concepts as needed for teaching, but only to a minimally acceptable level, and proposed a preservice methods course, which included a strong focus on specialised mathematical concepts.Abstract:
Teachers’ understanding of the elementary school mathematics curriculum forms part, but not all, of the newly emerged field of mathematics for teaching, a term that describes the specialised mathematics knowledge of teachers. Pre‐service teachers from a one‐year teacher preparation program were studied in each of three years, using a pre‐test/post‐test survey of procedural and conceptual knowledge of mathem‐ atics required by elemtary teachers . Beliefs about mathematics were also examined through post‐test interviews of 22 of the participants from one of the cohorts. Each cohort of teacher‐candidates was consistently found to be initially weak in conceptual understanding of basic mathematics concepts as needed for teaching. The pre‐service methods course, which included a strong focus on specialised mathematical concepts, significantly improved pre‐service teachers’ understandings, but only to a minimally acceptable level. Program changes, such as extra optional course in mathematics for teaching, together with a mandatory high‐stakes examination in mathematics for teaching at the end of the methods course, have been subsequently implemented and show some promise.read more
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Defining and measuring conceptual knowledge in mathematics
TL;DR: In this paper, a general framework for conceptual knowledge is proposed, which divides conceptual knowledge into two facets: knowledge of general principles and knowledge of the principles underlying procedures, and the definitions that are provided are often vague or poorly operationalized, while the tasks used to measure conceptual knowledge do not always align with theoretical claims about mathematical understanding.
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Interconnections of Knowledge and Beliefs in Teaching Mathematics
Jennifer Holm,Ann Kajander +1 more
TL;DR: The authors examined teachers' knowledge and beliefs about mathematics and teaching mathematics, interviews were conducted with preservice elementary teachers during their certification year, and the transcripts of five of these sets of pretest/posttest interviews were chosen as illustrative of the significant challenges that Preservice teachers continue to face as they strive to deepen their subject-specific teaching knowledge and begin to address their beliefs about teaching and learning mathematics.
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Assessing attitudes toward mathematics across teacher education contexts
Cindy Jong,Thomas E. Hodges +1 more
TL;DR: This article reported on the development of attitudes toward mathematics among pre-service elementary teachers in relation to their experiences as K-12 learners of mathematics and experiences within a teacher education program and found that significant changes in attitudes occurred over the duration of mathematics methods coursework and student teaching.
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Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers
TL;DR: In this article, a mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches.
Journal Article
Learning to Be a Math Teacher: What Knowledge Is Essential?.
Mary Reid,Steven Reid +1 more
TL;DR: In this paper, the authors examined the math content knowledge (MCK) of teacher candidates (TCs) enrolled in a two-year Master of Teaching (MT) degree, and analyzed the basic numeracy skills of 151 TCs through pre- and post-tests.
References
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Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
Book
Knowing and Teaching Elementary Mathematics Teachers' Understanding of Fundamental Mathematics in China and the United States
TL;DR: This book discusses subtraction with Regrouping, Multidigit Number Multiplication, and Teachers' Subject Matter Knowledge, as well as exploring the relationship between Perimeter and Area and Profound Understanding of Fundamental Mathematics.
Knowing Mathematics for Teaching Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide?
TL;DR: This is the story of a teacher's campaign to improve the quality of his or her education and the response of teachers and students to that campaign.
Journal ArticleDOI
Teachers' beliefs and practices related to mathematics instruction
TL;DR: In this paper, the authors assessed teachers' beliefs about the nature of mathematics, the importance of mathematical learning, who should control students' mathematical activity, and the value of extrinsic rewards for getting students to engage in mathematics activities.