Download or read book Development and Validation of the Preservice Mathematical Knowledge for Teaching Items PMKT written by and published by . This book was released on 2011 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematical knowledge for teaching (MKT) is the knowledge required for teaching mathematics for understanding. Researchers suggest that this construct consists of multiple knowledge domains. Those domains include teachers' knowledge of mathematical content and knowledge about teaching mathematics. These domains of MKT have been theoretically and empirically examined to determine their effects on K-12 student achievement. However, empirical evidence of this relationship is limited due to a lack of measures to assess MKT. Recently, researchers have constructed measures of MKT to evaluate the effectiveness of professional development activities with in-service teachers. These measures, however, lack validity evidence for use in teacher education program assessment. This process requires adequate tools for assessing the extent to which students meet specific learning outcomes. Previous research has not supported the use of any current measure of MKT for preservice teacher program assessment. To address this gap in the literature, a process of construct validation was conducted on a scale developed for assessing MKT at the program level of a teacher education program. Validation evidence for the items was obtained using Benson's framework of a strong program of construct validation. The factor structure of the items was analyzed and expected group differences were assessed. Qualitative data from cognitive interviews were then used to provide convergent evidence in regards to the construct validity of the items. The overall purpose of these methods of inquiry was to develop items that would measure the MKT that resulted from a teacher education mathematics curriculum. Results indicated that an 11- item essentially unidimensional scale of specialized content knowledge could be formed. The factor underlying responses to the scale appeared to be related to specialized content knowledge. Interviews with participants revealed themes indicating that the items were measuring specialized content knowledge. Comparisons among students at differing levels of the mathematics education curriculum revealed significant, but small differences between upper level preservice teachers and preservice teachers whom received no instruction. Further analysis of these items indicated that they could be improved by focusing future item development on examining preservice teachers' misconceptions in evaluating mathematical arguments. Implications of these findings are discussed.

Download or read book Development and Validation of a Measure of the Ability of Preservice Mathematics Teachers to Make Mathematical Connections written by Marie T. Donigan and published by . This book was released on 1999 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Preservice Teachers Developing Mathematical Knowledge for Teaching written by Jennifer L. Edelman and published by . This book was released on 2014 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Eliciting Elementary Preservice Teachers Mathematical Knowledge for Teaching Using Instructional Tasks that Include Children s Mathematical Thinking written by Lauren Lee Goggins and published by ProQuest. This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Assessing Teachers Knowledge of Teaching Mathematics written by Nicole B. Kersting and published by . This book was released on 2005 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Developing Mathematical Knowledge for Teaching written by Erica Kwaitkowski-Egizio and published by . This book was released on 2013 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book DEVELOPING ELEMENTARY PRE SERVICE TEACHERS MATHEMATICAL KNOWLEDGE FOR TEACHING written by Erin Coleen Morgart and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book An Exploration of Pre service Elementary Teachers Mathematical Knowledge for Teaching written by Michael Jarry-Shore and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "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" --

Download or read book Specialized Mathematical Content Knowledge of Preservice Elementary Teachers written by Ann Zumbrunnen McCoy and published by . This book was released on 2011 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book TPACK for Pre service Science and Mathematics Teachers written by Ayoub Kafyulilo and published by GRIN Verlag. This book was released on 2012-05-14 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Paper (undergraduate) from the year 2010 in the subject Pedagogy - The Teacher, Educational Leadership, University of Twente , course: Education science, language: English, abstract: This article is focused on unveiling the concept of TPACK in relation to teaching and learning in science and mathematics as well as the meaning of TPACK for pre-service science and mathematics teachers training. In describing this, different literatures were consulted on the meaning of TPACK, its origin and the way it can be integrated in pre-service science and mathematics teacher preparation. It was noted from literature that TPACK is the core of good teaching with technology, and that it’s important for teachers to have an understanding of TPACK. Studies further show that the way pre-service teachers are taught to integrate technology, pedagogy and content is the same way they can implement the approach in their own teaching. In addition, studies argue for pre-service teachers to learn on how technology can help to enhance students learning in science and mathematics rather than learning how to teach technology. Different frameworks have been proposed on how to shift from teaching technology to using technology to enhance learning. For example some studies provide the curricular plans for developing pre-service teachers’ competencies of integrating technology pedagogy and content. To enhance pre-service teachers’ competency in technology integrations, some studies have reported the need for pre-service science and mathematics teachers to engage in the hands-on activities that reflect the real teaching with technology. Example of hands activities proposed in most studies includes planning of a lesson, presenting it to peers, getting critics from peers and re-planning it again. The cyclic development of the lesson is reported to enhance pre-service teachers’ competency in working with technology in a real classroom situation. It is therefore concluded that implementation of TPACK in pre-service teachers training should start with orientation of the pre-service teachers to the use of technology in teaching by providing them with sufficient opportunity to engage in hands-on activities.

Download or read book The Effects of a Model Developmental Mathematics Program on Elementary and Middle School Preservice Teachers written by Lindsey N. Gerber and published by . This book was released on 2012 with total page 828 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher quality is instrumental in improving student performance. Unfortunately, discrepancies between teacher preparation programs and national and state K-12 student standards have contributed to the difficult task of producing quality teachers. The contemporary mathematics education paradigm used at most colleges and universities relies on instructors transmitting mathematical content knowledge to students through didactic discourse; whereas, research suggests that preservice teachers need to be taught using the types of instruction emphasized in grades K-12 state and national standards-standards-based best practices. The developmental mathematics program at Texas State University implements these standards-based best practices via the Algorithmic Instructional Technique (AIT) and the Concrete to Representational to Abstract (CRA) models, thereby exposing preservice teachers to pedagogy in conjunction with mathematics content. To determine if the Model Developmental Mathematics Program (MDMP) course(s) contribute to preservice teachers' mathematical knowledge for teaching and positive disposition, this study compared elementary and middle school preservice teachers on the MDMP track to those on the College Algebra track. These groups' mathematical knowledge and disposition were compared based on their scores on the Early Indicators of Effective Teachers instrument, a modified Mathematical Knowledge for Teaching (MKT) assessment and a lesson plan writing activity. In addition, the researcher conducted interviews with the participants to evaluate their pedagogical, content, and pedagogical content knowledge and disposition. For further investigation, case study analyses were performed on four selected MDMP track participants.

Download or read book Pre service Teachers Mathematical Knowledge for Teaching written by H. Michael Lueke and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Building Pre service Teacher s Mathematical Knowledge for Teaching of High School Geometry written by Ravi Bhamidipati Somayajulu and published by . This book was released on 2012 with total page 315 pages. Available in PDF, EPUB and Kindle. Book excerpt: The participants of the study were composed of eight pre-service teachers seeking licensure to teach 7th to 12th grade mathematics courses at a large Midwestern university. Pretest and posttest surveys were administered to the participants. Additionally, to clarify answers on the surveys, follow up interviews were conducted with all of the participants. Based on their responses, three participants were chosen for an in-depth case study. The selection of the candidates for the case study was carried out based on Cooney, Shealy, and Arvold 's (1998) classification of pre-service teachers.

Download or read book Curriculum based Activities and Resources for Preservice Math Teachers written by Gwendolyn M. Lloyd and published by . This book was released on 2011 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book gives teacher educators a collection of strategies and activities for using Standards-based curriculum materials in mathematics teacher education. In addition, the book offers personal accounts from mathematics teacher educators about how and why they use Standards-based curriculum materials in their teacher education work, as well as reflections about how their PTs learned through engagement with curriculum materials. An invaluable resource for all mathematics teacher educators, this book compiles the different ways the mathematics teacher educators at various universities have used Standards-based curriculum materials. The chapters show how both elementary and secondary prospective teachers can enhance their disposition toward, and understanding of, NCTM's Principles and Standards for School Mathematics from both their university coursework and their intern field experiences as they analyse and enact Standards-based curriculum materials.

Download or read book Design Validation and Dissemination of Measures of Content Knowledge for Teaching Mathematics written by and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Development of Validation of an Instrument to Assess Cognitive Domain Preservice and Inservice Elementary Teachers in Division of Rational Numbers written by Donald Nowlin and published by . This book was released on 1990 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Pre service Primary Mathematics Teachers Support of Learners Academic Literacy and Mathematical Reasoning written by Victoria Shure and published by . This book was released on 2022* with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: