Investigating the Relationship Between Mathematical Knowledge for Teaching and Self-efficacy of Pre-service Mathematical Literacy Teachers PDF Download

Author: Nicola Stephanie Van Zyl
Publisher:
ISBN:
Category : Competency-based education
Languages : en
Pages : 314

View

Book Description

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

View

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: OECD
Publisher: OECD Publishing
ISBN: 926410173X
Category :
Languages : en
Pages : 200

View

Book Description
The PISA 2003 Assessment Framework presents the conceptual underpinning of the PISA 2003 assessments. Within each assessment area, the volume defines the content that students need to acquire, the processes that need to be performed and the contexts in which knowledge and skills are applied.

Author: Jasmine M. Cruz
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 266

View

Book Description

Author: Christine M. Phelps
Publisher:
ISBN: 9781109248975
Category : Elementary school teaching
Languages : en
Pages : 198

View

Book Description
Teacher educators may need to pay attention to pre-service elementary teachers' motivation to learn mathematics in order to help them develop a deep level of understanding from their mathematics content courses for teachers (content courses) and to help them develop the disposition to learn mathematics throughout their careers. In this dissertation I examine mathematics self-efficacy and mathematics learning goals, two constructs of pre-service teachers' motivation. Since few studies have been conducted on pre-service teachers' mathematics self-efficacy and learning goals, Chapter 1 reviews the literature on the mathematics self-efficacy and learning goals of other populations. Using these studies, I develop and provide evidence for a model on how pre-service teachers' mathematics self-efficacy and learning goals could develop and influence learning. Then, in Chapter 2, I present results of a study I conducted examining one sample of pre-service elementary teachers' mathematics self-efficacy and learning goals. Survey results identify participants' (n = 61) self-efficacy beliefs and learning goals for learning mathematics. Results from interviews using narrative analysis indicate that participants (n = 22) believe past performance, vicarious experiences, verbal persuasions, career goals, and the nature of mathematics in their classes influenced the development of their mathematics self-efficacy and learning goals. Participants were grouped into two categories: productive and non-productive self-efficacy beliefs and learning goals. Results indicate one difference between the two groups is the self-reported effect of the content courses on participants' mathematics self-efficacy beliefs and learning goals. In particular, participants' talk about the effect on their self-efficacy and learning goals of their performance in the content courses, their awareness of their career goals in the content courses, and the fit between their beliefs about math and the math in the content courses. These results increase our knowledge of how mathematics self-efficacy beliefs and learning goals develop and have implications for how teacher educators design mathematics content courses. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Author: Sandy Schuck
Publisher: Springer Science & Business Media
ISBN: 9400704615
Category : Education
Languages : en
Pages : 195

View

Book Description
In this book, internationally recognised scholars and practitioners synthesise current practice and research developments in the area of mathematics teacher education and mathematics education. The book’s two sections examine the role and significance of collaborations and critical friends in the self-study of mathematics teaching and teacher education; and the emerging conflicts, dilemmas and incongruities arising from the study of mathematics education practices. The book considers the insights gained from self-analysis regarding the practitioner themselves, as well as their pedagogical content, students and approaches. The contributions highlight the complexity, characteristics and features of mathematics education. The chapters reveal nuances in teaching and learning that are of particular relevance in mathematics education. In addition, the book contains ideas and suggestions on how to enhance the teaching of mathematical content to pre-service teachers. Accordingly, the book appeals to a wide audience of educators—including education academics, teachers, student teachers and researchers. As teacher educators involved in mathematics education, reflection on practice and engagement in practitioner research is becoming increasingly important in our efforts to enhance our teaching. Teachers and student teachers also gain from the insights arising from such reflection. The knowledge and experience encapsulated in this book provides much for the mathematics education community to build on.

Author: Ann Zumbrunnen McCoy
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 205

View

Book Description
In 2000, the National Council of Teachers of Mathematics ([NCTM], 2000) described a compelling vision for mathematics education in the United States calling for high-quality instruction, knowledgeable teachers, ambitious expectations, and engaging curriculum. One aspect of this vision, knowledgeable teachers, has been the subject of many studies as researchers attempt to determine what types of teacher knowledge are important in the development of effective teachers. In addition, factors that impact the development of teacher knowledge have also been investigated. The beliefs of teachers, including teaching efficacy, are one such factor. This dissertation presents findings from a study that examined the relationship between mathematics teacher efficacy and the growth in specialized mathematical content knowledge of preservice elementary teachers. The participants in this study were 101 elementary education majors enrolled in a two-course mathematics content and methods sequence at a mid-sized, mid-western university located in a small city. Two dimensions of mathematics teacher efficacy, personal mathematics teacher efficacy and mathematics teaching outcome expectancy, were measured using the Mathematics Teaching Efficacy Beliefs Instrument (Enochs, Smith, and Huinker, 2000). Specialized mathematical content knowledge was measured using items developed by the Learning Mathematics for Teaching (LMT) project, and common mathematical content knowledge was measured using an instrument developed and used at another university. The findings of this study indicate that the level of specialized mathematics content knowledge of preservice teachers increased significantly during the mathematics methods/content course. Personal mathematics teacher efficacy, mathematics teaching outcome expectancy, and common mathematical content knowledge also increased significantly. Significant correlations were found among several of the variables assessed in the study, including personal mathematics teacher efficacy and specialized mathematical content knowledge. However, neither dimension of mathematics teacher efficacy significantly predicted growth in specialized mathematical content knowledge. A supplementary analysis revealed that the initial level specialized content knowledge did significantly predict growth in personal mathematics teacher efficacy of female students.

Author: Gail F. Burrill
Publisher: Springer Nature
ISBN: 3031294599
Category : Education
Languages : en
Pages : 375

View

Book Description
This book is derived from selected papers from the Fourteenth International Congress on Mathematical Education Topic Study Group 12, Teaching and Learning Statistics. It describes recent research on curriculum, pedagogy and outreach initiatives from countries as diverse as Brazil, Chile, Columbia, Denmark, Germany, the Netherlands, Spain, Sweden, Thailand, Turkey, the United Kingdom, and the United States. The book has a focus on the use of data in the teaching and learning of statistics across grade levels and begins with an overview of the status of statistics education and the use of data from seven different countries across the continents and the link between research and practice in those countries. Because it contains specific examples of the research, for example, on the ways children learn, the choice and implementation of tasks, or the role of informal inference, the book will be a great resource to those interested and involved in the teaching of statistics, curriculum developers, and statistics education researchers.

Author: Yeping Li
Publisher: Springer Science & Business Media
ISBN: 9462092990
Category : Education
Languages : en
Pages : 310

View

Book Description
Efforts to improve mathematics education have led educators and researchers to not only study the nature of proficiency, beliefs, and practices in mathematics learn¬ing and teaching, but also identify and assess possible influences on students’ and teachers’ proficiencies, beliefs, and practices in learning and teaching mathematics. The complexity of these topics has fascinated researchers from various back¬grounds, including psychologists, cognitive or learning scientists, mathematicians, and mathematics educators. Among those researchers, two scholars with a similar background – Alan Schoenfeld in the United States and Günter Törner in Germany, are internationally recognized for their contributions to these topics. To celebrate their 65th birthdays in 2012, this book brought together many scholars to reflect on how their own work has built upon and continued Alan and Günter’s work in mathematics education. The book contains 17 chapters by 33 scholars from six different education systems. This collection describes recent research and provides new insights into these topics of interest to mathematics educators, researchers, and graduate students who wish to learn about the trajectory and direction of research on these issues.

Author: Maria Gabriela López Jaramillo
Publisher:
ISBN:
Category : Language arts (Higher)
Languages : en
Pages : 402

View

Book Description
This study addresses the question of whether or not pre-service teachers are ready and prepared to use and teach the highly-specialized language of each discipline. The disciplinary languages present teaching and learning challenges due to their lack of parallels in the daily language (Shanahan & Shanahan, 2008). Additionally, the languages of the disciplines are rarely taught and are commonly acquired through an isolated representation of words without a situated meaning within the theory (Gee, 2002). The knowledge of the particular ways of reading, writing, listening to, and talking in the content areas provides opportunities for students' apprenticeship within the disciplines required for success in higher education contexts (Dobbs, Ippolito, and Charner, 2017). Moreover, this study addresses the question of how future teachers develop disciplinary knowledge and skills. The purpose of this case study was to investigate how mathematical literacy is shaped and defined by the experiences, language, and disciplinary practices of pre-service teachers and experts in mathematics. This overall aim was unfolded by three guiding research questions: 1) What do the Experiences of Pre-Service Teachers and Experts in Mathematics Reveal about their Understanding of Mathematical Literacy? 2) RQ 2. How do pre-service teachers and experts in mathematics use language when solving mathematical problems? and 3) What literacy practices do pre-service teachers and experts in mathematics utilize when presented with modules that require mathematics problem-solving? To structure the elements of analysis for the participants' responses, I adopted the theoretical support from the emerging disciplinary literacy framework, the novice-expert paradigm, and the tenets of M. K. Halliday's functional linguistic theory (i.e., Systemic Functional Linguistics; [SFL]). Four faculty in the Department of Mathematics and four pre-service teachers in the Department of Curriculum and Instruction at a large Midwest university agreed to participate in this case study. For the data collection, I asked the participants to participate in two sessions. In the first sessions, the participants responded to a semi-structured interview. Afterward, in a second session, the participants solved modules of mathematical problems following three protocols: a think-aloud, a silent-solving, and an oral-explanatory. The results of the participants' responses to the semi-structured interview and the three protocols indicated that their experiences as learners and teachers of mathematics are tied to their definitions of literacy and disciplinary literacy. The SFL analysis showed that for the experts of mathematics, mathematical problem-solving is a more abstract and cognitive practice. The pre-service teachers' registers indicated that mathematical problem-solving is experienced as more concrete and real practice. The unique literacy practices that these participants displayed showed the strong connection between language, literacy, and mathematical thought. The implications of this study are discussed in terms of the importance of language and disciplinary literacy in preparation for future teachers as they progress in their course of study within their teaching education programs.