Expert mathematics teacher educators’ purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses

Appova, Aina; Taylor, Cynthia

doi:10.1007/s10857-017-9385-z

Cited by 21 publications

(15 citation statements)

References 49 publications

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“…They also explicitly referred to the challenge that MTEs reported in influencing their preservice teachers to believe that learning to teach mathematics for conceptual understanding was a worthwhile endeavour. Appova and Taylor (2017) similarly acknowledged that the MTEs in their study had "personal and professional intentions and purposes" (p. 20) that informed their design of courses for preservice teachers. Other authors who have considered the beliefs of MTEs include Aydin et al 2009, Callingham et al (2012) and Lovin et al (2004).…”

Section: The Nature Of Mathematics Teacher Educators' Knowledgementioning

confidence: 97%

“…A move towards considering affective constructs in relation to MTEs is also emerging in the literature. Forays into this territory have included MTEs' goals (Li and Superfine 2016) and purposes (Appova and Taylor 2017) in designing mathematics content courses for preservice teachers. Two of the four goals of MTEs identified by Li and Superfine (2016) include affective aspects.…”

Section: The Nature Of Mathematics Teacher Educators' Knowledgementioning

confidence: 99%

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Mathematics teacher educator knowledge: What do we know and where to from here?

Beswick

Goos

2018

J Math Teacher Educ

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The knowledge that mathematics teacher educators need has attracted limited but increasing attention in recent years. The papers in this special issue build on emerging themes from that work and raise additional questions that contribute towards a future research agenda in the field. Several of the articles develop conceptualisations of teacher knowledge to apply to mathematics teacher educators, introducing new aspects and drawing attention to unique characteristics of mathematics teacher educators in the process. To some extent the questions these papers raise reflect similar questions in mathematics education more generally but for which the implications for mathematics teacher educators warrant attention. In this paper we review the articles in this special issue and use them as a springboard to examine contemporary developments in the field and posit ways forward for research on mathematics teacher educators' knowledge.

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Section: The Nature Of Mathematics Teacher Educators' Knowledgementioning

confidence: 97%

Section: The Nature Of Mathematics Teacher Educators' Knowledgementioning

confidence: 99%

Mathematics teacher educator knowledge: What do we know and where to from here?

Beswick

Goos

2018

J Math Teacher Educ

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“…Teachers' knowledge of problem posing, instead, must be considered and developed to improve students' success in their mathematical performances . Indeed, enhancing teachers' pedagogical content knowledge is essential to improve the teaching and learning of mathematics (Appova & Taylor, 2019). Just knowing a subject well may not be sufficient for teaching.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Mathematics Teachers’ Inclusion of Modelling and Problem Posing in Their Mathematics Lessons: An Exploratory Questionnaire

Passarella

2021

EUROPEAN J SCI MATH ED

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In this paper the results of a questionnaire about mathematics teachers' inclusion in their teaching of mathematical modelling and problem posing are presented. To make teachers able to choose a coherent teaching method for a mathematical topic, teachers' knowledge of valuable methods for the teaching of mathematics should be fostered. In this sense, studying teachers' practice of modelling and problem posing is crucial in order to know if and which kind of support and professional development they need on such educational strategies. The questionnaire was administrated to Italian in-service mathematics teachers of primary and secondary school. Findings indicate that despite teachers implement regularly some aspects of mathematical modelling in their lessons, they ask more materials to support their preparation and practice. Problem posing, instead, might be more integrated in the classroom work, and consequently in teachers' professional development courses.

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“…Pengetahuan tentang pemahaman terhadap siswa adalah pengetahuan yang dimiliki guru terkait, konsepsi, miskonsepsi, dan kesulitan yang biasa dialami siswa pada ide matematika tertentu (Ball et al, 2008). Pengetahuan terhadap kurikulum menyangkut pengetahuan guru tentang sasaran dan tujuan kurikulum sekaligus muatan pembelajaran sesuai dengan kurikulum yang ada untuk diajarkan pada tingkatan kelas tertentu (Appova & Taylor, 2019). Adapun pengetahuan asesmen mencakup pengetahuan tentang ide-ide matematika yang penting untuk dinilai dalam pembelajaran matematika (Lannin et al, 2013).…”

Section: Scan Meunclassified

Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama

Barut

Wijaya

Retnawati

2021

Pytha Jurnal Pend. Math

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Guru telah dikenal luas sebagai salah satu faktor penting yang mempengaruhi prestasi belajar siswa. Kompetensi guru, khususnya pengetahuannya, membantu guru untuk mengorganisasikan pembelajaran yang efektif guna memfasilitasi keberhasilan belajar siswa. Salah satu jenis pengetahuan yang penting dikuasai oleh guru adalah Pedagogical Content Knowledge (PCK). PCK merupakan kombinasi pengetahuan konten dan pedagogi yang mengarah pada bagaimana aspek-aspek tertentu dari materi pembelajaran diatur, diadaptasi, dan direpresentasikan untuk diterapkan di dalam proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan tingkat PCK guru matematika dan prestasi belajar siswa, serta menguji hubungan keduanya. Penelitian ini adalah kuantitatif-korelasional dengan subjek penelitian 56 guru matematika dan 499 siswa SMP di Kabupaten Manggarai, Nusa Tenggara Timur. Data PCK guru dan prestasi siswa dikumpulkan menggunakan tes objektif yang telah dinyatakan valid dan reliabel. Data dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian mengungkapkan bahwa sebagian besar guru memiliki PCK pada kategori rendah dan sebagian besar siswa memiliki prestasi belajar pada kategori rendah. Namun demikian, terdapat korelasi positif yang signifikan antara PCK guru matematika dan prestasi belajar siswa dengan kontribusi PCK guru terhadap prestasi belajar siswa sebesar 16,1%. Relationship between pedagogical content knowledge of mathematics teacher and learning achievement of junior high school studentsAbstractTeachers’ competence, especially their knowledge, helps them organize effective classrooms to facilitate students’ success. One of the essential knowledge that should be mastered by a teacher is Pedagogical Content Knowledge (PCK). PCK represents the combination of knowledge about content and pedagogy to understand how particular aspects of subject matter are organized, adapted, and represented for instruction. This study aimed to describe mathematics teachers’ PCK and students’ learning achievement as well as and between the two variables. The study was qualitative-correlational with 56 mathematics teachers and 499 senior high school students in Manggarai Regency, East Nusa Tenggara, Indonesia, as the subject. Both data of teachers’ PCK and students’ learning achievement were collected using validated and reliable objective tests. Data were analyzed using descriptive and inferential statistics. The results indicated that most teachers have PCK in the low category, and most students have learning achievement in the low category. However, there was a positive correlation between teachers’ PCK and students’ learning achievement, with the contribution of the teachers’ PCK to students’ learning achievement by 16,1%.

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Expert mathematics teacher educators’ purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses

Cited by 21 publications

References 49 publications

Mathematics teacher educator knowledge: What do we know and where to from here?

Mathematics teacher educator knowledge: What do we know and where to from here?

Mathematics Teachers’ Inclusion of Modelling and Problem Posing in Their Mathematics Lessons: An Exploratory Questionnaire

Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama

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