DEVELOPING ELEMENTARY PRE-SERVICE TEACHERS' MATHEMATICAL KNOWLEDGE FOR TEACHING PDF Download

Author: Erin Coleen Morgart
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
This study examines the impact that an adapted lesson study had on the development of elementary pre-service teachers (PSTs) mathematical knowledge for teaching (MKT) within a professional development school (PDS) context. Research suggests that PSTs enter teacher education lacking the subject matter knowledge needed to teach mathematics. This study represents an effort to identify a model for PST learning that can be used to continue to develop PSTs MKT after completing coursework. Using Shulmans pedagogical reasoning to adapt lesson study for PST learning, I created the pre-service teacher lesson study cycle (PST-LSC). This qualitative research study used case study methodology to investigate and analyze the development of four PSTs MKT while participating in the PST-LSC. To analyze growth in the PSTs MKT, pre- and post-interviews were conducted. Additionally, audio-recordings of discussions, lesson study artifacts, and PST journal responses were collected over the course of the PST-LSC. The data were analyzed thematically using a priori codes and subcodes related to the MKT framework in order to identify how the PSTs MKT developed throughout the PST-LSC. The data suggests the PSTs MKT deepened as a result of participating in the PST-LSC. More specifically, the PST-LSC provided PSTs with opportunities to develop all six domains of MKT: common content knowledge (CCK), specialized content knowledge (SCK), knowledge at the mathematical horizon, knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of curriculum. The results of the study also indicate that the sharing of mathematical strategies, cross grade-level discussions, readings, collaboration, curricular resources, observation, and reteaching involved in the PST-LSC were catalysts for the gains in MKT. This research has implications for teacher educators who teach mathematics methods courses and who supervise PSTs in field experiences.

Author: Lauren Lee Goggins
Publisher: ProQuest
ISBN: 9780549389224
Category : Elementary school teachers
Languages : en
Pages :

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Book Description
A challenge that teacher educators face is how to determine if teacher preparation programs provide preservice teachers with opportunities to develop the mathematical knowledge that teachers use in their practice. This qualitative, interpretive study examines the mathematical knowledge for teaching that four preservice teachers exhibited when they engaged in a set of three instructional tasks that included children's mathematical thinking and were designed to replicate the work of teaching mathematics. Each task largely elicits a different kind of mathematical knowledge for teaching from preservice teachers. In addition, the formats of the children's mathematical thinking examples influence the mathematical knowledge for teaching that is elicited from preservice teachers by the complete set of instructional tasks. This study informs teacher educators how instruction in teacher preparation programs and professional development programs can be developed to measure mathematical knowledge for teaching. And, it advances the current understanding of the mathematical knowledge that is needed in the work of teaching mathematics.

Author: Yeping Li
Publisher: Springer Nature
ISBN: 3030689565
Category : Education
Languages : en
Pages : 305

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Book Description
The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving them remain only partially conceptualized and not well validated empirically. To improve this situation, national workshops were organized at Texas A&M University to generate focused discussions about this important topic, with participation of mathematicians, mathematics educators and teachers. Developing Mathematical Proficiency for Elementary Instruction is a collection of articles that grew out of those exciting cross-disciplinary exchanges. Developing Mathematical Proficiency for Elementary Instruction is organized to probe the specifics of mathematical proficiency that are important to elementary teachers during two separate but inter-connected professional stages: as pre-service teachers in a preparation program, and as in-service teachers teaching mathematics in elementary classrooms. From this rich and inspiring collection, readers may better understand, and possibly rethink, their own practices and research in empowering elementary teachers mathematically and pedagogically, as educators or researchers.

Author: Gabriel J. Stylianides
Publisher: Springer
ISBN: 331968342X
Category : Education
Languages : en
Pages : 297

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Book Description
This book examines new trends and developments in research related to the mathematical education of pre-service elementary teachers, and explores the implications of these research advances for theory and practice in teacher education. The book is organized around the following four overarching themes: pre-service teachers’ mathematics content and mathematics-specific pedagogical preparation; professional growth through activities and assessment tools used in mathematics teacher preparation programs; pre-service mathematics teachers’ knowledge and beliefs; and perspectives on noticing in the preparation of elementary mathematics teachers. Including contributions from researchers working in 11 different countries, the book offers a forum for discussing and debating the state of the art regarding the mathematical preparation of pre-service elementary teachers. By presenting and discussing the findings of research conducted in different countries, the book offers also opportunities to readers to learn about varying teacher education practices around the world, such as: innovative practices in advancing or assessing teachers’ knowledge and beliefs, similarities and differences in the formal mathematics education of teachers, types of and routes in teacher education, and factors that can influence similarities or differences.

Author: Erica Kwaitkowski-Egizio
Publisher:
ISBN:
Category :
Languages : en
Pages : 610

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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309072522
Category : Education
Languages : en
Pages : 233

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Book Description
There are many questions about the mathematical preparation teachers need. Recent recommendations from a variety of sources state that reforming teacher preparation in postsecondary institutions is central in providing quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop examined this problem by considering two central questions: What is the mathematical knowledge teachers need to know in order to teach well? How can teachers develop the mathematical knowledge they need to teach well? The Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. The Workshop proceedings, Knowing and Learning Mathematics for Teaching, is a collection of the papers presented, the activities, and plenary sessions that took place.

Author: Patrick M. Jenlink
Publisher: Rowman & Littlefield
ISBN: 1475854811
Category : Education
Languages : en
Pages : 221

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Book Description
The Language of Mathematics: How the Teacher’s Knowledge of Mathematics Affects Instruction introduces the reader to a collection of thoughtful works by authors that represent current thinking about mathematics teacher preparation. The book provides the reader with current and relevant knowledge concerning preparation of mathematics teachers. The complexity of teaching mathematics is undeniable and all too often ignored in the preparation of teachers with substantive mathematical content knowledge and mathematical teaching knowledge. That said, this book has a focus on the substantive knowledge and the relevant pedagogy required for preparing teachings to enter classrooms to teach mathematics in K-12 school settings. Each chapter focuses on the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. Chapter One opens the book with a focus on the language and knowledge of mathematics teaching. The authors of Chapters Two-Nine present field-based research that examines the complexities of content and pedagogical knowledge as well as knowledge for teaching. Each chapter offers the reader an examination of mathematics teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as providing the findings and conclusions drawn with respect to mathematics teacher preparation and practice. Finally, Chapter 10 presents an epilogue that focuses on the future of mathematics teacher preparation.

Author: Patrick M. Jenlink
Publisher: IAP
ISBN: 1648027466
Category : Education
Languages : en
Pages : 265

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Book Description
Mathematics as the Science of Patterns: Making the Invisible Visible to Students through Teaching introduces the reader to a collection of thoughtful, research-based works by authors that represent current thinking about mathematics, mathematics education, and the preparation of mathematics teachers. Each chapter focuses on mathematics teaching and the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. The value of patterns to the teaching and learning of mathematics is well understood, both in terms of research and application. When we involve or appeal to pattern in teaching mathematics, it is usually because we are trying to help students to extract greater meaning, or enjoyment, or both, from the experience of learning environments within which they are occupied, and perhaps also to facilitate remembering. As a general skill it is thought that the ability to discern a pattern is a precursor to the ability to generalize and abstract, a skill essential in the early years of learning and beyond. Research indicates that the larger problem in teaching mathematics does not lie primarily with students; rather it is with the teachers themselves. In order to make changes for students there first needs to be a process of change for teachers. Understanding the place of patterns in learning mathematics is a predicate to understanding how to teach mathematics and how to use pedagogical reasoning necessary in teaching mathematics. Importantly, the lack of distinction created by the pedagogical use of patterns is not immediately problematic to the student or the teacher. The deep-seated cognitive patterns that both teachers and students bring to the classroom require change. Chapter 1 opens the book with a focus on mathematics as the science of patterns and the importance of patterns in mathematical problem solving, providing the reader with an introduction. The authors of Chapter 2 revisit the work of Po lya and the development and implementation of problem solving in mathematics. In Chapter 3, the authors present an argument for core pedagogical content knowledge in mathematics teacher preparation. The authors of Chapter 4 focus on preservice teachers’ patterns of conception as related to understanding number and operation. In Chapter 5 the authors examine the role of visual representation in exploring proportional reasoning, denoting the importance of helping learners make their thinking visible. The authors of Chapter 6 examine patterns and relationships, and the importance of each in assisting students’ learning and development in mathematical understanding. The authors of Chapter 7 examine the use of worked examples as a scalable practice, with emphasis on the importance of worked examples in teaching fraction magnitude and computation is discussed. In Chapter 8, the authors expand on the zone of proximal development to investigate the potential of Zankov’s Lesson in terms of students analyzing numerical equalities. The authors of Chapter 9 focus on high leverage mathematical practices in elementary pre-service teacher preparation, drawing into specific relief the APEX cycle to develop deep thinking. In Chapter 10, the author focuses on number talks and the engagement of students in mathematical reasoning, which provides opportunities for students to be sensemakers of mathematics. Chapter 11 presents an epilogue, focusing on the importance of recognizing the special nature of mathematics knowledge for teaching.

Author: Jennifer L. Edelman
Publisher:
ISBN: 9781321174069
Category : Children's literature in mathematics education
Languages : en
Pages : 185

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Book Description
This descriptive study examines the elements of mathematical knowledge for teaching that preservice teacher candidates exhibited as they planned, taught, and reflected on a mathematics lesson that integrated children's literature. A collective case study design was used in which three groups were selected from the total population of 10 groups; the groups were selected based on demographics and in an effort to illustrate the widest varieties of experiences during the study. Data for each group consisted of written lesson plans, observations of enacted literature-based lessons, lesson artifacts, and written reflections on the lessons. Data were analyzed for elements of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. Additionally, the procedures each group used to select their book were analyzed. A second cycle of coding was applied to connect the findings of this study with the existing literature on developing mathematical knowledge for teaching and the effects of using children's literature in mathematics teaching and learning. This study illustrates the need for further development of candidates' ability to locate mathematical concepts in children's literature, as well as the need for supporting candidates' critical analysis of curricular materials and mathematical representations to find the best possible method for teaching various mathematical concepts. Recommendations for future research are included.

Author: Lynn C. Hart
Publisher: IAP
ISBN: 1681235749
Category : Education
Languages : en
Pages : 147

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Book Description
This book is an edited volume addressing specific issues of significance for individuals involved with the undergraduate mathematics content preparation of prospective elementary teachers (PSTs). Teaching mathematics content courses to this group of students presents unique challenges. While some PSTs enter their teacher preparation with weak mathematical skills and knowledge, many also hold negative attitudes, anxiety, and misguided beliefs about mathematics. This book is designed to support instructors who teach these students in mathematics content for elementary teachers courses. Elementary teachers need a richly developed understanding of the mathematics they are teaching in order to teach it effectively. Providing them with the needed preparation is difficult, but can be eased with a solid understanding of the mathematical concerns and limitations PSTs bring to the learning of mathematics and a familiarity with the standards and curricula topics PSTs will be expected to teach. Chapter One makes the argument that elementary mathematics is not trivial. This is followed by an analysis of four central issues related to the mathematical preparation of elementary teachers, specifically: (1) selecting/creating/modifying and implementing mathematical tasks (2) noticing/understanding children’s ways of thinking as a foundation for learning mathematics, (3) developing mathematical habits of mind in PSTs, and (4) understanding the role affect plays in the mathematical learning of PSTs. The final chapter presents three international examples of programs that currently consider these factors in the implementation of their courses.