Translating and Adapting the Mathematical Knowledge for Teaching (MKT) Measures: The Cases of Indonesia and Norway

Ng, Dicky; Mosvold, Reidar; Fauskanger, Janne

doi:10.54870/1551-3440.1238

Cited by 9 publications

(1 citation statement)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The investigation of the MKT measures' adaptability can be useful for future studies because it can enable comparison of teachers' knowledge across nations [32]. Even though adjusting and translating the MKT measures involve challenges and cost, it is worthwhile since the MKT measures give an opportunity to measure teachers' knowledge at scale with quality [34]. The MKT measures have been used to measure teachers and prospective teachers' mathematical knowledge for teaching outside the US.…”

Section: Introductionmentioning

confidence: 99%

Assessing Factors Influencing Pre-Service Teachers’ Mathematical Knowledge for Teaching (MKT) Mathematics in Ghanaian Basic Schools

Kert¹

2020

TIJAR

View full text Add to dashboard Cite

Introduction: Knowledge about teaching mathematics remains a contentious issue in the preparation of pre-service teachers. This study assessed factors influencing pre-service teachers' mathematical knowledge for teaching (MKT) mathematics in Ghanaian basic schools.Methods: The cross-sectional survey design was adopted for this study. A total of 998 pre-service teachers from ten (10) public colleges of education were sampled via multi-stage sampling technique for the study. Structured questionnaire and unstructured observation schedule were used to conduct the survey. Secondary data was also collected in the form of mathematics test results. The Statistical Package for Social Sciences version 22 was used to analyse the data using descriptive statistics (frequency count, percentage) and inferential statistics (Pearson's correlation, multiple regression, exploratory factor analysis).Results: The study revealed that many pre-service teachers in Ghanaian public colleges of education had weak mathematics content knowledge. The following factors influenced MKT of the pre-service teachers: gender, ways of imparting mathematics knowledge, perception about mathematics as a subject, perception about mathematics teaching and learning and attitudes towards mathematics (p < .05).Conclusions: This study exploring the factors that influence pre-service teachers' MKT suggests that, to be able to build effective mathematics teacher base in any basic school, there must be effective training on factors like gender, perception, and attitude. There is therefore the need for the National Council for Tertiary Education to emphasis on factors that influence MKT besides the content of the college of education mathematics curriculum.

show abstract

Section: Introductionmentioning

confidence: 99%

Assessing Factors Influencing Pre-Service Teachers’ Mathematical Knowledge for Teaching (MKT) Mathematics in Ghanaian Basic Schools

Kert¹

2020

TIJAR

View full text Add to dashboard Cite

show abstract

The Evolution of Research on Mathematics Teachers’ Competencies, Knowledge and Skills

Buchholtz

Kaiser

Schwarz

2023

The Evolution of Research on Teaching Mathematics

View full text Add to dashboard Cite

To assess the effectiveness of teachers and teaching, it is necessary to develop an appropriate understanding of what makes a “good” teacher. According to the framework by Medley, this includes amongst others focusing on the knowledge, skills, and values that a teacher possesses. To appropriately describe these competencies, current research departs from a broad conceptualization of competence that includes dispositional aspects, such as mathematical content knowledge, pedagogical content knowledge, and general pedagogical knowledge. Furthermore, situation-specific skills that are related to school practice such as the perception of instructional quality, interpreting, and decision-making are considered. The chapter gives an overview of different conceptualizations of teachers’ professional competence used in mathematics education studies and describes the evolution of research on mathematics teachers’ competence over the last three decades. It concludes with theoretical and methodological challenges that research in this field focuses on today.

show abstract

Using the MKT measures to reveal Indonesian teachers’ mathematical knowledge: challenges and potentials

2011

ZDM Mathematics Education

View full text Add to dashboard Cite

Translating and Adapting the Mathematical Knowledge for Teaching (MKT) Measures: The Cases of Indonesia and Norway

Cited by 9 publications

References 16 publications

Assessing Factors Influencing Pre-Service Teachers’ Mathematical Knowledge for Teaching (MKT) Mathematics in Ghanaian Basic Schools

Assessing Factors Influencing Pre-Service Teachers’ Mathematical Knowledge for Teaching (MKT) Mathematics in Ghanaian Basic Schools

The Evolution of Research on Mathematics Teachers’ Competencies, Knowledge and Skills

Using the MKT measures to reveal Indonesian teachers’ mathematical knowledge: challenges and potentials

Contact Info

Product

Resources

About