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Science and Mathematics Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

2018

Mathematical knowledge for teaching

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Full-Text Articles in Science and Mathematics Education

Readiness To Teach Secondary Mathematics: A Study Of Pre-Service Mathematics Teachers’ Self-Perceptions, Gregory S. C. Hine, Thuan Thai Jun 2018

Readiness To Teach Secondary Mathematics: A Study Of Pre-Service Mathematics Teachers’ Self-Perceptions, Gregory S. C. Hine, Thuan Thai

Gregory S.C. Hine

This study evaluated pre-service teachers’ (PSMTs) perceptions of their own readiness to teach secondary mathematics. The study was conducted at an Australian university across two campuses, in different states. Specifically, PSMTs’ perceptions of their preparedness were explored in terms of mathematical content knowledge, pedagogical content knowledge, and mathematical knowledge for teaching. Findings indicate that while the majority of participants feel that they have the requisite content knowledge to confidently teach Lower School secondary mathematics, further training is required to develop their content and pedagogical knowledge, especially for upper secondary mathematics.

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High Cognitive Demand Examples In Precalculus: Examining The Work And Knowledge Entailed In Enactment, Erica R. Miller May 2018

High Cognitive Demand Examples In Precalculus: Examining The Work And Knowledge Entailed In Enactment, Erica R. Miller

Department of Mathematics: Dissertations, Theses, and Student Research

Historically, pass rates in undergraduate precalculus courses have been dismally low and the teaching practices and knowledge of university instructors have been understudied. To help improve teaching effectiveness and student outcomes in undergraduate precalculus courses, I have studied the cognitive demand of enacted examples. The purpose of this dissertation is to examine the pedagogical work and mathematical knowledge entailed in the enactment of high cognitive demand examples in a three-part study. To answer my research questions, I conducted classroom observations as well as pre- and post-observation interviews with seven graduate student instructors at a large public R1 university in the …

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Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam Jan 2018

Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam

Australian Journal of Teacher Education

The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers’ knowledge of students’ thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this paper, we discuss the mathematical challenges faced by a primary school teacher as she attempts to unpack the structure of the division algorithm, while teaching in a Grade 4 classroom. Through this case study, we exemplify how a focus on mathematical knowledge for teaching ‘in situ’ helped in triggering a …

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