Education Commons^™

Horizon Content Knowledge And Its Integration Into Physics Education Research: Case Study Analysis On Physical Science And Physics Teachers, Trevor A. Robertson

Electronic Theses and Dissertations

Teachers focused on just one year of instruction may neglect what students need most– a coherent structure of learning across disciplines that advances students’ understanding. The topic of coherence has been a major motivator for education research, including investigations in student- teacher interactions, epistemological beliefs, and large-scale curricular reform. One framework of knowledge, horizon content knowledge (HCK), can aid in describing the knowledge a teacher needs to see beyond their own instruction and provide a coherent structure for students.

While horizon content knowledge exists in one of the most widely adopted teacher frameworks of knowledge in mathematics, mathematical knowledge for …

Perceptions Of Current Secondary Mathematics Teachers About Their Teacher Preparation, Peterson Chiliromango Moyo

Teacher Education, Educational Leadership & Policy ETDs

The purpose of this sequential explanatory mixed methods case study was to examine how current secondary mathematics (6-12) teachers (SMTs) perceived their teacher preparation. The population consisted of 27 current SMTs who taught mathematics in a southwestern state of the United States. The first research question asked how SMTs perceived that mathematics methods courses influenced mathematical knowledge for teaching (MKT). The second research question examined ways in which content and instruction in mathematics methods courses contributed to the teaching of mathematics

. During quantitative phase, 27 SMTs completed the questionnaire. Chi-Square statistical analysis showed no significant relationship between participants’ mathematics …

Using A Noticing Framework In A Mathematics Methods Course, Diana Moss, Lisa Poling

Journal on Empowering Teaching Excellence

A noticing framework was introduced to prospective teachers (PTs) as a tool to use for analyzing student work. The purpose of this study was to determine the impact of PTs’ use of a noticing framework for: 1) interpreting students’ mathematical thinking; and 2) reflecting on and discussing future implications for teaching. The study also sought to determine where PTs needed, if any, further support in engaging in the process of noticing. Using a coding schema that reflected three levels of understanding (periphery, transitional, and accomplished), a frequency table was constructed that allowed PTs’ use and understanding of a noticing framework …

Mathematics As (Double) Gatekeeper, Student As Bordercrosser: A Case Study, Susan Ophelia Cannon, Kayla Myers, Stephanie Behm Cross

Middle and Secondary Education Faculty Publications

No abstract provided.