Uncovering the Special Mathematical Work of Teaching

Ball, Deborah Loewenberg

doi:10.1007/978-3-319-62597-3_2

Cited by 31 publications

(50 citation statements)

References 44 publications

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“…In mathematics, researchers have assumed teaching knowledge is an integration of both subject matter knowledge and pedagogical content knowledge (Ball, 2017;Bruckmaier, Krauss, Blum, & Leiss, 2016;Carillo, Climent, Contreras, & Muñoz-Catalán, 2013;Rowland, 2013). As the theoretical framework for this study, Ball, Thames and Phelps (2008) Theory of Mathematical Knowledge for Teaching divided subject matter knowledge into common content knowledge (CCK), horizon content knowledge (HCK), and specialized content knowledge (SCK), whereas pedagogical content knowledge was divided into knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC).…”

Section: Research Background and Problemmentioning

confidence: 99%

“…These domains provide teachers a theoretical landscape in which the knowledge necessary to teach mathematics effectively makes itself more apparent (Hill et al, 2008). This landscape is composed of teaching tasks such as capturing and retaining students' interest in learning, representing and formulating the subject to make it understandable, and the knowledge and skills necessary for carrying out these tasks effectively (Ball, 2017;Ball et al, 2008). Researchers in the field can benefit from examining these knowledge domains in practice, as gaining insight into teachers' areas of expertise could instigate new orientations for educational reforms and professional development for future teachers (Hill et al, 2008).…”

Section: Research Background and Problemmentioning

confidence: 99%

“…Researchers in the field can benefit from examining these knowledge domains in practice, as gaining insight into teachers' areas of expertise could instigate new orientations for educational reforms and professional development for future teachers (Hill et al, 2008). teachers; equally important is to know how pre-service teachers acquire and understand this knowledge, and how their beliefs and understandings influence the way they learn and develop as future teachers (Ball, 2017;Jakobsen, Kazima, & Kasoka, 2018;Mosvold & Fauskanger, 2013;.…”

Section: Research Background and Problemmentioning

confidence: 99%

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The Development of Pre-Service Teachers’ Understanding of the Knowledge Necessary to Teach Mathematics: A Case Study in Malawi

Jacinto¹

2020

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Globally, progress in education has been made in recent years to promote learning opportunities for all. However, significant gaps remain in lowincome countries. In Malawi, a developing country where the educational system is under development, primary education is a major concern. Several initiatives have been made to bridge this gap through improving the quality of teacher education, but research has shown that there is still a need to further understand the learning process of preservice teachers during the teacher education program. The present study aimed to gain knowledge about the primary preservice teachers’ process of learning, particularly, the development of their understanding of the knowledge necessary to teach mathematics. The current study addressed the question: How do pre-service teachers develop their understanding of the knowledge necessary to teach mathematics throughout teacher education? In the study, the knowledge necessary for teaching mathematics refers to the knowledge that teachers need to carry out the tasks of teaching mathematics. To further examine this matter, the overall question was divided into three sub-research questions: (1) What understanding do pre-service teachers have of the knowledge needed to carry out the tasks of mathematics teaching at the beginning of their teacher education? (2) To what extent does the pre-service teacher’s understanding of the knowledge needed to carry out teaching tasks evolve through the discussion of practical experiences in college? (3) How do pre-service teachers develop their understanding of the knowledge necessary to carry out the tasks of teaching throughout teacher education? These questions were compiled into a qualitative case study with six preservice teachers in a two-year primary teacher education program at a college in Malawi. Each of these pre-service teachers represented a different profile with teaching experience, subject preferences in high school, and a favorite subject to teach during college. The research occurred over three different moments in a two-year teacher education program in which the pre-service teachers were enrolled: an initial moment at the beginning of the program consisted of a questionnaire survey and individual interviews; a second moment during teaching practice that involved mathematics lessons observations and post-lesson interviews; and a third moment at the end of the program that included a focus group discussion. The data gathered were transcribed and analyzed using a thematic analysis approach. The themes of analysis were designed based on the six domains of mathematical knowledge for teaching theory. Findings show that pre-service teachers develop different paths of development of their understanding of the knowledge needed for teaching mathematics during teacher education and that such development has influences in how they acknowledge effective teaching in Malawi. The current thesis includes four articles that present the main data and results of the study. The first two articles present findings from an analysis of the pre-service teachers’ understanding of the subject matter knowledge and pedagogical content knowledge, and the third article presents an analysis of the pre-service teachers’ understanding when discussing teaching practice. The fourth article explores the understanding pre-service teachers developed throughout the teacher education program. The contribution of this thesis is to not only offer new empirical and theoretical insights to teacher education but also to suggest a path for further research in teaching knowledge.

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Section: Research Background and Problemmentioning

confidence: 99%

Section: Research Background and Problemmentioning

confidence: 99%

Section: Research Background and Problemmentioning

confidence: 99%

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The Development of Pre-Service Teachers’ Understanding of the Knowledge Necessary to Teach Mathematics: A Case Study in Malawi

Jacinto¹

2020

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“…Begge sier at deres lange erfaring fra barnehage gjør dem bedre i stand til å gjøre de ulike aktivitetene i barnehagen matematiske ved å innføre matematiske begreper, formulere matematiske spørsmål eller legge til rette for matematisk refleksjon og logiske løsningsforslag. Ball (2017) sier at det som er viktig for god matematikkundervisning, ikke er så enkelt som å se hvor mange studiepoeng laereren har. Gunnar sier at «en kan godt gå på 50 kurs og lese 100 bøker, men du blir ikke noe flinkere for det».…”

Section: Diskusjonunclassified

“…I den norske barnehagetradisjonen der mye av det faglige arbeidet gjøres på en uformell måte, kan det vaere spesielt viktig å undersøke hvilken rolle faginnholdet har i undervisningsarbeidet for å utvikle en barnehagedidaktikk basert på aktivitetene som gjøres i barnehagen. Ball (2017) sier at « [...] what we need to be talking more clearly about is mathematical knowing and doing inside the mathematical work of teaching» (s. 14). Fokus endres fra hvilken kompetanse barnehagelaerere trenger til hvilken kompetanse de bruker, samt til de mer uformelle hverdagsaktivitetene i norsk barnehagetradisjon -fordi arbeidet med matematikk skal prege barnehagens hverdag (Kunnskapsdepartementet, 2017).…”

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«Her var det to sauer» Om barnehagelæreres matematikkfokuserte kompetanse

Sæbbe

2018

ADNO

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Do they know what they know? Accuracy in teacher candidates' self‐assessments and its influencing factors

Ernst

Wittwer

Voss

2023

British Educational Res J

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Although self‐assessing one's knowledge is an integral part of a teacher's professional development, little is known about the accuracy of teacher candidates' self‐assessments. In particular, not much attention has been paid to their self‐assessment accuracy assessed on an individual level. Using measures from research on metacognition, we investigated the accuracy and bias of 513 mathematics teacher candidates who were tested in and self‐assessed their professional knowledge in the three core domains of mathematical content knowledge, pedagogical content knowledge and pedagogical knowledge. In addition, we examined the consistency of self‐assessment accuracy across the three knowledge domains and its relation to personal characteristics such as cognitive ability, personality traits and occupational self‐efficacy. Results showed that in all three domains of professional knowledge, most teacher candidates were either over‐ or underconfident in their knowledge and unaware of their strengths and weaknesses. Cognitive ability reduced the risk of being overconfident, whereas self‐efficacy was predictive of overconfidence. The Big Five personality traits were not systematically connected to self‐assessment accuracy, and variance in self‐assessment accuracy is still to be explained by further research. We address shortcomings of measures that are commonly used in self‐assessment research and advocate for the use of metacognitive methods in future studies that focus on teacher self‐assessments.

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Uncovering the Special Mathematical Work of Teaching

Cited by 31 publications

References 44 publications

The Development of Pre-Service Teachers’ Understanding of the Knowledge Necessary to Teach Mathematics: A Case Study in Malawi

The Development of Pre-Service Teachers’ Understanding of the Knowledge Necessary to Teach Mathematics: A Case Study in Malawi

«Her var det to sauer» Om barnehagelæreres matematikkfokuserte kompetanse

Do they know what they know? Accuracy in teacher candidates' self‐assessments and its influencing factors

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