A model for the development and transformation of Teachers' mathematical content knowledge

Plotz, Mariana; Froneman, Sonica; Nieuwoudt, Hercules

doi:10.1080/10288457.2012.10740730

Cited by 5 publications

(4 citation statements)

References 17 publications

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“…The content of these university-level mathematics content courses typically extends beyond the required secondary-level curriculum. Yet, these courses are still important in providing PSTs with advanced and robust mathematical knowledge -a crucial component of becoming an effective mathematics teacher (Plotz et al, 2013).…”

Section: Rationale and Logisticsmentioning

confidence: 99%

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Sticking together in a world full of sharks: pre-service teachers’ perspectives of mathematics content courses

Jao

Sahmbi

2023

International Journal of Mathematical Education in Science and

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Secondary mathematics pre-service teachers (PSTs) are required to take university-level mathematics content courses to develop their mathematical content knowledge. Although PSTs' experiences as students play a major role in the types of teachers they become, there is limited research investigating the experiences of PSTs engaging in these courses. Thus, our study used a series of semi-structured interviews to provide first-hand accounts of PSTs' experiences. Findings suggest that PSTs experienced a range of challenges, including difficulties connecting with and understanding course content, and being ignored and dismissed by mathematics instructors. To cope with these challenges, PSTs became reflective practitioners and considered how their experiences in these courses applied to their learning as future teachers. PSTs also developed a community with each other that grew out of needing support with mathematical content, but evolved into collegial friendships. While PSTs were able to find positive features within negative experiences, this study highlights the need to understand PSTs' experiences in these courses so that effective improvements can be made.

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Section: Rationale and Logisticsmentioning

confidence: 99%

“…Generally, PSTs find the content of these courses difficult to grasp (Goulding et al, 2003). Further, PSTs often question the value of these courses in large part due to the perceived irrelevance of the advanced material to their future careers as secondary mathematics teachers (Plotz et al, 2013).…”

Section: Rationale and Logisticsmentioning

confidence: 99%

Sticking together in a world full of sharks: pre-service teachers’ perspectives of mathematics content courses

Jao

Sahmbi

2023

International Journal of Mathematical Education in Science and

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“…Considering that research underlines the significant effect that teachers have on students' learning (Burgoon et al, 2010), it is essential that we pay attention to teachers' scientific understanding too. Plotz, Froneman and Nieuwoudt (2012) stressed the role of subject content knowledge as part of teachers' pedagogical content knowledge.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Teachers’ Concept Confusion Concerning Electric and Magnetic Fields

Hekkenberg

Lemmer

Dekkers

2015

African Journal of Research in Mathematics, Science and Technol

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In an exploratory study, 36 South African physical science teachers' understanding of basic concepts concerning electric and magnetic fields was studied from a perspective of possible concept confusion. Concept confusion is said to occur when features of one concept are incorrectly attributed to a different concept, in the case of this study to magnetic and electric fields. An example of concept confusion is the perception that a magnetic north pole has an excess of positive charges and consequently attracts negative charges placed in the field. The researchers constructed a framework of 20 interrelated critical aspects of which the scientific topic is composed conceptually. Next, the understanding of concepts and interactions in electric and magnetic fields by 36 teachers of physical science (a subject combining physics and chemistry for grades 10-12), who were enrolled for an in-service subject knowledge upgrading course, was probed through questionnaires and interviews. This approach allowed us to answer the central research question of this study: what alternative understandings do teachers have of the topic of electric and magnetic fields in terms of potential concept confusion? The teachers' understanding does appear to be interpretable in terms of whether or not they distinguish between the critical aspects identified in this study. The results show six categories of aspects of electric and magnetic fields causing teachers' inability to distinguish between the two fields, with a consequent confusion of concepts. These categories are: sources of currents; sources of electric fields; sources of magnetic fields; the effects of electric and magnetic fields on materials; electric and magnetic forces; and the direction of the electric and magnetic forces. Results from this research study may contribute to the enhancement of physical science teacher training and consequently school teaching.

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“…Formalised TPL programme design (e.g., Julie 2006; Adler and Davis 2006;Brown and Schafer 2006;Fricke et al 2008;Plotz et al 2012;Owusu-Mensah 2014) was tied for fifth in prevalence together with curriculum knowledge (e.g. Graven and Venkat 2014;Khuzwayo and Mashiya 2015;Molefe and Brodie 2010;Webb 2015).…”

Section: Main Research Themesmentioning

confidence: 99%

Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015

Ndlovu

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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In this chapter, I review and identify themes in in-service mathematics teacher professional development/learning research in South Africa over a 10-year period from 2006 to 2015. No less than 92 journal articles were reviewed. Nine themes were identified as characterising research during this period. Mathematical knowledge for teaching and pedagogical content knowledge were the two most dominant themes. Subject matter knowledge was the fourth and closely aligned to the first two. Curriculum knowledge was the third most frequently occurring research theme and was also closely aligned to the first two. Together the first four themes constituted 54% of the research output for this period, an indication of the centrality of practising teachers' professional knowledge of school mathematics. Under-researched themes included the integration of ICTs in mathematics education as well as impact studies that were apparently constrained by lack of funding for large-scale research.

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A model for the development and transformation of Teachers' mathematical content knowledge

Cited by 5 publications

References 17 publications

Sticking together in a world full of sharks: pre-service teachers’ perspectives of mathematics content courses

Sticking together in a world full of sharks: pre-service teachers’ perspectives of mathematics content courses

An Analysis of Teachers’ Concept Confusion Concerning Electric and Magnetic Fields

Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015

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