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Author: Ann Zumbrunnen McCoy Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 205
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: Ann Zumbrunnen McCoy Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 205
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: Gabriel J. Stylianides Publisher: Springer ISBN: 331968342X Category : Education Languages : en Pages : 297
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: Michael Jarry-Shore Publisher: ISBN: Category : Languages : en Pages :
Book Description
"AbstractMathematical knowledge for teaching, or MKT, is a critically important knowledge of mathematics unique to teachers and teaching. One aspect of MKT, specialized content knowledge (SCK), involves the ability to interpret nonstandard student solutions, represent relevant mathematical content non-symbolically, and explain standard math algorithms (Ball, Thames, & Phelps, 2008). A number of measures are currently available to those seeking to assess teachers' SCK, and still, this knowledge domain has "yet to be fully mapped" (Hill, 2010, p. 537). Nowhere is this lack of mapping more apparent than among pre-service teachers, who, due to a lack of teaching experience, are likely to exhibit SCK that is markedly different from that displayed by their in-service counterparts (Hill, 2010). Teacher practices and dispositions, while not a part of existing frameworks for SCK, are likely to play a key role in shaping the nature of this unique mathematical knowledge. This study sought to examine the nature of 11 pre-service teachers' specialized content knowledge, practices, and dispositions through the use of hour-long structured interviews (Ginsburg, Jacobs, & Lopez, 1998). In each interview, study participants were asked to interpret non-standard student solutions to two math problems, one involving a comparison of fractions and another involving multi-digit multiplication. Data gathered in this study indicate that pre-service teachers, unlike experienced teaching professionals, require greater support in two key aspects of SCK: generating non-symbolic representations and interpreting non-standard student solutions (Hill, 2007; Hill, 2010). Additionally, it would appear as though pre-service teachers would benefit from efforts to foster a flexible disposition, as such flexibility appears to augment one's specialized content knowledge (Hill. Dean & Goffney, 2007). The results of this study will inform teacher educators, who must make difficult choices when deciding how to design courses so as to make efficient use of what little time they are given to prepare pre-service teachers (Ball, Sleep, Boerst, & Bass, 2009; Hill, 2010; Kajander, 2010).Keywords: mathematical knowledge for teaching, specialized content knowledge, disposition, pre-service teacher" --
Author: Rachael Mae Welder Publisher: ISBN: 9781109929515 Category : Languages : en Pages : 161
Book Description
The effects of an undergraduate mathematics content course for elementary education students on preservice teachers' common and specialized content knowledge of prerequisite algebra concepts was investigated, using a pre-experimental one-group pretest-posttest design. A quantitative, 51-item, multiple-choice instrument, developed specifically to measure both types of content knowledge with respect to prerequisite algebra concepts, was constructed from the Learning Mathematics for Teaching Project's Content Knowledge for Teaching Mathematics Measures question bank. This instrument was administered to all students enrolled in Mathematics for Elementary Teachers I (n = 48), at Montana State University, during the fall semester of 2006.
Author: Barbara Clarke Publisher: Springer Science & Business Media ISBN: 0387096698 Category : Education Languages : en Pages : 311
Book Description
Tasks in Primary Mathematics Teacher Education is intended to advance relevant research and innovative international practices in the preparation and professional development of mathematics teachers. Emerging from discussion at the ICMI study on teacher professional development, this volume, focused on primary and elementary teachers, culls a richness that can only be found by gathering wisdom from varied experiences around the world. The choice of tasks, and the associated pedagogies, is a key aspect of teaching and learning mathematics. Arguing that what students learn is largely defined by the tasks they are given, several major themes are presented. One such major strand, the form, function and focus of tasks, is discussed throughout several chapters, offering analysis, discussion of implementation, and exemplars of a broader category of illustrative techniques for developing critical understanding.
Author: Barbara Clarke Publisher: Springer Science & Business Media ISBN: 038709668X Category : Education Languages : en Pages : 311
Book Description
Tasks in Primary Mathematics Teacher Education is intended to advance relevant research and innovative international practices in the preparation and professional development of mathematics teachers. Emerging from discussion at the ICMI study on teacher professional development, this volume, focused on primary and elementary teachers, culls a richness that can only be found by gathering wisdom from varied experiences around the world. The choice of tasks, and the associated pedagogies, is a key aspect of teaching and learning mathematics. Arguing that what students learn is largely defined by the tasks they are given, several major themes are presented. One such major strand, the form, function and focus of tasks, is discussed throughout several chapters, offering analysis, discussion of implementation, and exemplars of a broader category of illustrative techniques for developing critical understanding.
Author: Yeping Li Publisher: Springer Nature ISBN: 3030689565 Category : Education Languages : en Pages : 305
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: Lynn C. Hart Publisher: IAP ISBN: 1681235749 Category : Education Languages : en Pages : 147
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.
Author: James Hiebert Publisher: Routledge ISBN: 1136559833 Category : Education Languages : en Pages : 357
Book Description
First Published in 1986. This book is intended for those people who are interested in how mathematics is learned. It is intended especially for those who are interested in the mental processes involved in becoming mathematically competent and the mental processes that inhibit such competency from developing. The volume opens with an overview of the issue and then traces the relationships between conceptual and procedural knowledge in mathematics from preschool days through the years of formal schooling. Mathematics educators and cognitive psychologists from a variety of perspectives contribute theoretical arguments and empirical data to illuminate the nature of the relationships and, in tum, the nature of mathematics learning.
Author: Johnny W. Lott Publisher: IAP ISBN: 1623969549 Category : Mathematics Languages : en Pages : 252
Book Description
(Orginally published in 2010) The seventh monograph of AMTE highlights examples of important scholarship of and for the mathematics teacher education community. This monograph, like others produced by AMTE, serves as a forum for mathematics teacher educators to exchange ideas, experiences, resources, and detailed accounts of work to improve teacher preparation. Chapters in this monograph take up a variety of issues such as using online social networking in the preparation of teachers, examining the impact of textbook specific professional development, and offering a mathematics-specific reading in the content area course.
Author: Ann Zumbrunnen McCoy
Author: Ann Zumbrunnen McCoy
Author: Gabriel J. Stylianides
Author: Michael Jarry-Shore
Author: Rachael Mae Welder
Author: Barbara Clarke
Author: Barbara Clarke
Author: Yeping Li
Author: Lynn C. Hart
Author: James Hiebert
Author: Johnny W. Lott