What role does professional noticing play? Examining connections with affect and mathematical knowledge for teaching among preservice teachers

ZDM ◽  
2021 ◽  
Author(s):  
Cindy Jong ◽  
Edna O. Schack ◽  
Molly H. Fisher ◽  
Jonathan Thomas ◽  
David Dueber
Keyword(s):  
Preservice Teachers ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Professional Noticing ◽  
Knowledge For Teaching

Complexity of (Re)Learning the Meaning of Multiplication of Fractions in the Context of a Mathematics Content Course

2019 ◽  
pp. 385-409 ◽  
Author(s):  
Mary Njeri Gichobi
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Basic Principles ◽  
Knowledge For Teaching ◽  
Design And Implementation ◽  
Fraction Concepts ◽  
Multiplication Of Fractions ◽  
Mathematics Content Course

The context in which preservice teachers (PSTs) learn the mathematical knowledge required for teaching in an elementary classroom is still less obvious. This chapter addresses the complexity of PSTs (re)learning the mathematical knowledge for teaching multiplication of fractions in a mathematics content course. The existing literature on PSTs' learning in a mathematics content course has focused on models for designing the course and efforts for designing innovative pedagogies. In addition, more recent studies have explored the design and implementation of mathematical tasks in a content course. However, studies that have provided insights into the affordances and complexity involved in developing fraction concepts using the basic principles of critical thinking are limited. The aim of this chapter is to explore the extent to which PSTs can develop a conceptual understanding of multiplication of fractions in the context of a mathematics content course designed using the basic principles of critical thinking. The complexities, challenges and tensions confronted by PSTs and the instructor as they (re) learn the meaning of multiplication in more nuanced ways will be discussed.

Using Task Dialogues to Enhance Preservice Teachers' Abilities to Orchestrate Discourse

2014 ◽  
Vol 3 (1) ◽  
pp. 58-75 ◽  
Author(s):  
Denise A. Spangler ◽  
Allyson Hallman-Thrasher
Keyword(s):  
Preservice Teachers ◽  
Elementary School Teachers ◽  
Mathematical Knowledge ◽  
Field Experience ◽  
Mathematical Knowledge For Teaching ◽  
School Teachers ◽  
Student Responses ◽  
Knowledge For Teaching ◽  
Writing Task ◽  
Problem Solving Task

We describe an activity designed to help preservice elementary school teachers develop mathematical knowledge for teaching in the domain of facilitating mathematical discussions. The activity involved preservice teachers writing task dialogues, imaginary conversations between a child and teacher about a problem-solving task, in which they practice responding to correct, partially correct, and incorrect student responses. Preservice teachers then implemented these same tasks with children in a field experience setting. We describe 2 different iterations of the activity and field experience in detail as well as the insights into preservice teacher knowledge each iteration afforded us.

scholarly journals Mathematics Teacher Education in Turkey through the Lens of International TEDS-M Study

2021 ◽  
Vol 10 (2) ◽  
pp. 152
Author(s):  
Güneş Ertaş ◽  
Fatma Aslan-Tutak
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Mathematical Knowledge ◽  
Mathematics Teacher Education ◽  
Mathematical Knowledge For Teaching ◽  
Knowledge For Teaching ◽  
Education In Turkey ◽  
Education And Development

This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items. The sample of the study comprised freshman (first year) and senior (fourth and fifth year) students from primary and secondary mathematics teacher education programs. Firstly, this study aimed to examine differences in MKT of teacher candidates at the beginning and at the end of their undergraduate education. For both departments, senior students had statistically significant higher scores than freshman students. Secondly, this study also aimed to examine participating Turkish preservice mathematics teachers’ mathematical knowledge for teaching by using international results of TEDS-M Study. Participating senior preservice teachers’ correct response percentages were higher than international average in all domains except “data” in primary level, and “data”, “mathematical modelling” and “symmetry” in secondary level. The common content domains where primary and secondary preservice teachers’ percentages were lower than international average is “data”. In this paper, these areas will be examined within the context of Turkish education.

scholarly journals Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn?

2009 ◽  
Vol 40 (5) ◽  
pp. 491-529 ◽  
Author(s):  
Anne K. Morris ◽  
James Hiebert ◽  
Sandy M. Spitzer
Keyword(s):  
Preservice Teachers ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Mathematical Knowledge For Teaching ◽  
Learning Goals ◽  
Knowledge For Teaching ◽  
Mathematics Problems ◽  
Decimal Number ◽  
Starting Point ◽  
Successes And Challenges

The goal of this study is to uncover the successes and challenges that preservice teachers are likely to experience as they unpack lesson-level mathematical learning goals (i.e., identify the subconcepts and subskills that feed into target learning goals). Unpacking learning goals is a form of specialized mathematical knowledge for teaching, an essential starting point for studying and improving one's teaching. Thirty K–8 preservice teachers completed 4 written tasks. Each task specified a learning goal and then asked the preservice teachers to complete a teaching activity with this goal in mind. For example, preservice teachers were asked to evaluate whether a student's responses to a series of mathematics problems showed understanding of decimal number addition. The results indicate that preservice teachers can identify mathematical subconcepts of learning goals in supportive contexts but do not spontaneously apply a strategy of unpacking learning goals to plan for, or evaluate, teaching and learning. Implications for preservice education are discussed.

scholarly journals Mathematical knowledge for teaching: Adding to the description through a study of probability in practice

Pythagoras ◽  
2006 ◽  
Vol 0 (63) ◽  
Author(s):  
Mercy Kazima ◽  
Jill Adler
Keyword(s):  
Problem Solving ◽  
Mathematical Knowledge ◽  
Mathematical Problem ◽  
Mathematical Knowledge For Teaching ◽  
Mathematical Work ◽  
Mathematical Problem Solving ◽  
Knowledge For Teaching ◽  
Scaling Down ◽  
Multilingual Classroom ◽  
Everyday Knowledge

In their description of the mathematical work of teaching, Ball,  Bass & Hill (2004) describe the mathematical problem solving that teachers do as they go about their work. In this paper we add to this description through our study of teaching of probability in a grade 8 multilingual classroom in South Africa. We use instances of teaching to highlight the mathematical problem solving that teachers might face as they work with learners’ ideas, both expected and unexpected. We discuss  the restructuring of tasks as an inevitable feature of teachers’ work, and argue that in addition to scaling up or scaling down of the task as Ball et al. (2004) describe, restructuring can also entail shifting the mathematical outcomes from those intended. We also point out how well known issues in mathematics education, for example working with learners’ everyday knowledge, and the languages they bring to class, are highlighted by the context of probability, enabling additional insights into the mathematical work of teaching.

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