The development of beginning mathematics teacher pedagogical content knowledge

Lannin, John K.; Webb, Matthew; Chval, Kathryn B.; Arbaugh, Fran; Hicks, Sarah; Taylor, Cynthia; Bruton, Rebecca

doi:10.1007/s10857-013-9244-5

Cited by 63 publications

(52 citation statements)

References 17 publications

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“…In particular, since Shulman (1986) introduced PCK, many researchers in mathematics education have described the subscales of PCK by extending Shulman's (1986) concept. Lannin et al (2013) categorized PCK's subscales for teaching mathematics as teachers' knowledge of the following: curriculum for mathematics, assessment for mathematics, instructional strategies for mathematics, and student understanding within mathematics. In contrast, Hauk, Toney, Jackson, Nair, and Tsay (2014) considered PCK to include knowledge of discourse, curricular thinking, anticipatory thinking, and implementation thinking.…”

Section: Teacher Knowledgementioning

confidence: 99%

Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing

Lee

Capraro

2018

Int Elect J Math Ed

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Since the National Council of Teachers of Mathematics ([NCTM], 2000) and the National Research Council ([NRC], 2005) revealed that problem posing needed to be incorporated into mathematics classrooms, the importance of teachers' roles in problem posing has been emphasized in K-12 mathematics curriculum because of instructors' impact on students' mathematical performance. In the present study, researchers investigated teachers' subject matter knowledge (SMK), knowledge of content and teaching (KCT), and knowledge of content and students (KCS) in terms of problem-posing. A qualitative study design and inductive analysis were used to gather and interpret data from interviews conducted with four mathematics teachers. Results indicated that participants had SMK of problem posing, but their actual problem-posing results did not reflect their SMK well. In terms of KCS and KCT, teachers were aware of the importance of problem posing for students' mathematical development but felt that there were several significant factors impeding the effective incorporation of problem posing within their classes. These findings underscore the importance of professional development for teacher pedagogical knowledge in problem posing.

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Section: Teacher Knowledgementioning

confidence: 99%

Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing

Lee

Capraro

2018

Int Elect J Math Ed

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“…There are field experience and teaching practice courses in the last year of the 4-year program where the PSTs mostly do observations and just teach once or twice in a year. However, involvement in teaching-learning process actively and reflecting on their observations and practices contribute more to PSTs' PCK (Lannin et al, 2013). Therefore, we decided to set up a collaboration between a school and the faculty to provide first hand experiences to the PSTs to learn about how students learn mathematics as well as how to teach mathematics.…”

Section: Methodsmentioning

confidence: 99%

“…(Grossman, Hammerness, & McDonald, 2009;Loughran & Berry, 2005). The studies in teaching mathematics indicated that providing opportunities for teaching in a school setting and analyzing the videos of own or others' instructional practices help PSTs understand the essence of student-centered practices as well as improve their pedagogical content knowledge (PCK), specifically, their knowledge about students and their learning (Friel & Carboni, 2000;Lannin et al, 2013;Roller, 2015;Stockero, 2008). Teacher educators' major roles in such experiences would be the organizer of such teaching environment and guide for teaching, noticing and scaffolding practices (Anthony et al, 2015;McGinnis et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

University-School Collaboration as a Tool for Promoting Pre-Service Mathematics Teachers’ Professional Skills

Kılıç

Tunç-Pekkan²

2017

International Journal of Research in Education and Science

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In this paper, we discuss pre-service mathematics teachers' professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators' instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators' and their own practices. Three pre-service teachers out of nine volunteers attended all modelling and practice sessions for 20 weeks. The data collected through interviews, field notes, videos of both class activities and group reflections and written reflections. All nine pre-service teachers appreciated the value of working closely with students in a school setting rather than just observing the teachers. Furthermore, they gained experience about noticing students' mathematical thinking and critically analyzing their own practices.

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“…Although some studies have been done to explore the development of course subjects teachers' pedagogical knowledge (eg. Lannin et al 2013;Prescott, Bausch, and Bruder, 2007), little empirical study has been done to delve into that of English teachers' as practitioners of English teaching in EFL classes who are supposed to have gained a relative command of what they are going to teach due to a course they have done on teaching methodology and the mere fact that attending such a course creates expectations that teachers would acquire some pedagogical knowledge to apply in their classes.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Teacher Cognition and Corrective Feedback between University Graduates and Teachers Certified in English Language Teaching

Jafarigohar

Kheiri

2015

TPLS

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Abstract-This study attempted to investigate teachers certified in English language teaching (referred to as TCELTs hereafter) and university graduates' teacher cognition in respect to error correction strategies they applied in classroom which would offer an insightful analysis of teachers' pedagogical knowledge and how and why university graduates and TCELTs deal with the students' spoken errors in certain ways. A questionnaire, containing twenty ill-formed sentences along with the feedback, was developed to unearth university graduates and TCELTs' teacher cognition in relation to their corrective feedback strategies. A sound recorder was also utilized to record the proceedings of the class to be analyzed as the indication of their practice. The findings suggested that the university graduates and TCELTs held similar views regarding their stated beliefs towards different types of error correction strategies, whereas, university graduates had higher stated beliefs toward the corrective feedback and made more correction of their students' ill-formed sentences. Furthermore, the study indicated that both the TCELTs and university graduates had opposite perspectives concerning their beliefs vis-a-vis practices of error correction strategies. In addition, the study demonstrated that the TCELTs tended to make the corrections implicitly, whereas, university graduates were more willing to correct students' ill-formed sentences explicitly. Finally, this study suggests some pedagogical implications that teachers could follow to bridge the gulf between their stated beliefs and practices.

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The development of beginning mathematics teacher pedagogical content knowledge

Cited by 63 publications

References 17 publications

Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing

Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing

University-School Collaboration as a Tool for Promoting Pre-Service Mathematics Teachers’ Professional Skills

A Comparison of Teacher Cognition and Corrective Feedback between University Graduates and Teachers Certified in English Language Teaching

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