How Chinese Acquire and Improve Mathematics Knowledge for Teaching

2018 ◽  
Keyword(s):  
Knowledge For Teaching ◽  
Mathematics Knowledge For Teaching ◽  
Mathematics Knowledge

scholarly journals Ações colaborativas na formação de professores: investigação dos conceitos de padrão e generalização

2020 ◽  
Vol 15 (2) ◽  
pp. 1-18
Author(s):  
Maria Auxiliadora Vilela Paiva ◽  
Tatiana Bonomo de Sousa
Keyword(s):  
Teacher Training ◽  
Elementary School Teachers ◽  
Cultural Context ◽  
School Teachers ◽  
Teaching Knowledge ◽  
Knowledge For Teaching ◽  
Mathematics Knowledge For Teaching ◽  
Mathematics Knowledge ◽  
Mathematics For Teaching

Esse artigo traz reflexões sobre uma formação continuada, parte de uma pesquisa qualitativa, que teve por objetivo investigar os saberes docentes (re)construídos por professores do Ensino Fundamental, por meio do estudo de padrões e generalizações com enfoque de uma matemática para o ensino. Destaca-se nessa pesquisa o papel dos saberes que emergem da prática para construção de saberes próprios da profissão docente. O estudo baseou-se em teorias que valorizassem a apropriação de um saber matemático para o ensino, em um processo coletivo e colaborativo de formação. Os relatos dos professores nas discussões coletivas revelaram que eles, em sua maioria, se apropriaram de uma cultura matemática referente ao conteúdo de padrões e generalizações, pois conceitos relacionados a esses conteúdos e às ideias subjacentes surgiram das reflexões da prática docente e das discussões das problematizações propostas.  Ao enfatizar processos de colaboração e investigação, essa formação continuada proporcionou, dentro de um contexto histórico, social e cultural, a (re)construção de novos saberes de uma Matemática para o ensino da Álgebra. This article brings reflections on continuing teacher training, part of a qualitative research that aimed to investigate the teaching knowledge (re) constructed by elementary school teachers through the study of patterns and generalizations focusing on mathematics for teaching. Stands out In this research, the role of the knowledges that emerge from practice, for the construction of specifics knowledges of teacher profession. The study based on theories that value a mathematics knowledge for teaching, in a colletive and colaborative process. The teachers reports in the colletive discussion revealed that them, in their majority, appropriated of a mathematics culture referring to the content of patterns and generalizations, since concepts related to these contents and the underlying ideas emerged from their teachers practice reflections and from proposed problematizations discussions. To emphasize collaboration and investigation this teacher training process provided, within a historical, social, cultural context, the (re) construction of new mathematics knowledge for teaching.  

Mathematics Knowledge for Teaching

2006 ◽  
Vol 106 (6) ◽  
pp. 219-218 ◽  
Author(s):  
Margaret Mohr
Keyword(s):  
Knowledge For Teaching ◽  
Mathematics Knowledge For Teaching ◽  
Mathematics Knowledge

Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry

2013 ◽  
Vol 113 (3) ◽  
pp. 120-134 ◽  
Author(s):  
Jennifer A. Eli ◽  
Margaret J. Mohr-Schroeder ◽  
Carl W. Lee
Keyword(s):  
Knowledge For Teaching ◽  
Mathematical Connections ◽  
Teaching Geometry ◽  
Mathematics Knowledge For Teaching ◽  
Mathematics Knowledge

scholarly journals What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching counting

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Samukeliso Chikiwa ◽  
Lise Westaway ◽  
Mellony Graven
Keyword(s):  
Teacher Education Programs ◽  
Eastern Cape ◽  
Case Study Methodology ◽  
Knowledge Domains ◽  
Knowledge For Teaching ◽  
Mathematics Knowledge For Teaching ◽  
Mathematics Knowledge ◽  
Study Methodology ◽  
Model C

Background: The study on which this article is based investigated the Mathematics Knowledge for Teaching (MKfT) that a well experienced Grade 2 teacher utilized when teaching counting.Aim: In this paper we share excerpts from one of the lessons of this Grade 2 teacher, which we analyzed to illuminate the various domains of MKfT and their interconnectedness in the teaching of counting.Setting: The research was conducted in a former Model C school in the Eastern Cape province of South Africa.Method: Using a case study methodology, 15 Grade 2 mathematics lessons were observed, video recorded and transcribed. Two formal interviews based on two selected video-recorded lessons were conducted to understand this teacher’s practice. The data were analysed using Deborah Ball and colleagues’ MKfT framework.Results: The study found that Foundation Phase mathematics teaching requires the knowledge and tactful employment of all six knowledge domains as described in the work of Ball and colleagues. The Knowledge of Content and Teaching (KCT) domain, was found to be essential in teaching counting in Grade 2. The other five domains supported and informed the KCT domain.Conclusion: We suggest from the insights gained here that research examining the MKfT that competent teachers draw on in teaching Foundation Phase mathematics could assist in developing curricula for in-service and pre-service teacher education programs.

scholarly journals Developing Measures of Teachers’ Mathematics Knowledge for Teaching

2004 ◽  
Vol 105 (1) ◽  
pp. 11-30 ◽  
Author(s):  
Heather C. Hill ◽  
Stephen G. Schilling ◽  
Deborah Loewenberg Ball
Keyword(s):  
Knowledge For Teaching ◽  
Mathematics Knowledge For Teaching ◽  
Mathematics Knowledge
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