scholarly journals Conhecimentos Evidenciados Por Futuras Professoras de Matemática Sobre os Números Racionais e Sobre seu Ensino

2021 ◽  
Vol 14 (2) ◽  
pp. 173-180
Author(s):  
Lana Thaís Santos Silva ◽  
Thayse de Fátima Oliveira Santos ◽  
Rafael Neves Almeida ◽  
Marta Élid Amorim
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Basic Education ◽  
Number Line ◽  
Specialized Content Knowledge ◽  
Whole Number ◽  
Common Unit ◽  
Solving Equations ◽  
Teaching Fractions ◽  
Common Content

ResumoEste artigo objetiva identificar os conhecimentos evidenciados por um grupo de licenciandas ao ensinar noções e procedimentos concernentes ao conceito de fração e à resolução de operações em Q na Educação Básica. Considera-se as categorias refinadas por Ball, Thames e Phelps a partir de trabalhos de Shulman, no que diz respeito aos conhecimentos necessários ao professor que ensinará Matemática. Opta-se por discutir neste trabalho os resultados de dois questionários aplicados a quatro estudantes de um curso de Licenciatura em Matemática ao iniciar uma formação sobre números racionais e seu ensino, vinculada ao projeto de pesquisa “Um estudo sobre os conhecimentos necessários ao professor de matemática para ensinar frações”. As respostas das participantes a esses questionários indicaram dificuldades como: localizar frações na reta numérica; fixar uma unidade comum a todas as frações para ser o inteiro e compará-las; e representar uma fração em que o denominador seja maior que o numerador. Esses desafios, muito presentes em alunos da Educação Básica, persistem mesmo após essas licenciandas terem integralizado mais de 50% do curso. Diante disso, considera-se que o formador de professores precisaria incluir em suas aulas situações que lhe permita discutir com os futuros professores aspectos relacionados ao conteúdo, às causas dos erros cometidos pelos alunos e maneiras de superá-las. Palavras-chave: Formação de Professores. Ensino de Fração. Conhecimento Comum do Conteúdo. Conhecimento do Conteúdo Especializado. AbstractThe goal of this article is to identify the knowledge that a group of student-teachers has for teaching notions and procedures regarding the concept of fractions and solving equations in Q in Basic Education. We consider the categories refined by Ball, Thames and Phelps, based on the works of Shulman, with respect to the knowledge necessary for a teacher to teach Mathematics. In this paper, we have chosen to discuss the results of two questionnaires applied to four students in a Mathematics Teaching Degree program at the start of the training program on Rational Numbers and how to teach them, linked to the research project “A study on the knowledge necessary for a Mathematics teacher to teach fractions” (Um estudo sobre os conhecimentos necessários ao professor de matemática para ensinar frações). The participants’ answers to these questionnaires indicated difficulties, such as: locating fractions on a number line; finding a common unit for all fractions to be a whole number and, thus, be able to compare them; and representing a fraction in which the denominator is greater than the numerator. These challenges are frequently present among students in Basic Education and they persisted even after the student-teachers completed 50% of the program. As such, we believe that teacher trainers need to include situations in their classes to discuss with future teachers aspects related to the content, to the causes of mistakes made by students and ways to fix them. Keywords: Teacher Trainer. Teaching Fractions. Common Content Knowledge. Specialized Content Knowledge.

A Primer on Content Knowledge in Physical Education Research

2020 ◽  
pp. 1-6
Author(s):  
Peter A. Hastie
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Physical Education ◽  
Preservice Teacher ◽  
Content Knowledge ◽  
Specialized Content Knowledge ◽  
Teacher Content Knowledge ◽  
Common Content ◽  
Key Terms

This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the studies and their key findings are presented within tables. The result is a document that serves as a primer, allowing readers a good understanding of the vocabulary of the field, as well as knowledge of the topics that have been researched to date.

scholarly journals Online supplementary mathematics tuition in a first-year childhood teacher education programme

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Kathleen Fonseca ◽  
Nadine Petersen
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teachers ◽  
South African ◽  
Content Knowledge ◽  
Primary Schools ◽  
Intermediate Phase ◽  
First Year ◽  
Intervention Programme ◽  
Common Content

This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers’ perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics in the intermediate grades. The effectiveness of the intervention programme was analysed according to Shapiro’s evaluation criteria for intervention research. The findings show that there has been a positive shift in preservice teachers’ common content knowledge but that there is much room for further development. The student teachers found the programme to be of great benefit with regard to the development of their mathematics knowledge as well as their confidence as future teachers of mathematics. The findings highlighted their disturbingly limited knowledge of mathematics content knowledge and pointed to the responsibility of teacher education departments at universities to implement sufficient maths content courses that will address the status quo of poor mathematics teaching in South African primary schools. The authors conclude that the students need to spend much more time on ‘catching up’ before they become teachers.

scholarly journals Matematiikan opettajankoulutuksen arviointipohjainen kehittäminen

2015 ◽  
Vol 3 (6) ◽  
pp. 925-947
Author(s):  
Mika Koponen ◽  
Mervi Asikainen ◽  
Antti Viholainen ◽  
E Pekka Hirvonen
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Specialized Content Knowledge ◽  
Knowledge For Teaching ◽  
Common Content

Mathematical Knowledge for Teaching (MKT) opettajantiedon mallin mukaan opettajat tarvitsevat kuudenlaista tietoa matematiikan opettamisessa. Selvitimme kyselytutkimuksen avulla opettajankouluttajien (N=19) ja työssä olevien matematiikanopettajien (N=101) näkemyksiä Itä-Suomen yliopiston matematiikan opettajankoulutusohjelman kehittämisen perustaksi. Kyselyn suunnittelussa ja aineiston analysoinnissa hyödynsimme MKT-mallin osa-alueita. Tulosten perusteella valtaosa opettajankouluttajista koki, että heidän opettamansa kurssit eivät parhaalla mahdollisella tavalla tue opettajankoulutuksen tavoitteita, esimerkiksi opetussisältöjen osalta. Monet työssä olevat matematiikanopettajat näkivät asian samalla tavoin. Heidän mukaansa matemaattisten sisältöjen opetuksen painopisteenä on niin sanottu puhdas matematiikka (Common Content Knowledge), joskin myös siinä oli pieniä puutteita. Useat työssä olevat matematiikan opettajat esittivät, että koulutusohjelman tulisi sisältää nykyisten sisältöjen lisäksi opettajan työn kannalta tärkeää erityistä matemaattista tietoa (Specialized Content Knowledge). Vastanneiden opettajien mielestä ainelaitoksen opintoja tulisi eriyttää tulevien opettajien ja tulevien matemaatikoiden osalta. Artikkelissamme saatuja tuloksia käsitellään ainelaitoksen toiminnan näkökulmasta, samoin kerromme millaisia kehittämistoimenpiteitä tehtyjen johtopäätösten pohjalta on jo toteutettu.

scholarly journals Conhecimentos de Licenciandos em Matemática para o Ensino de Frações

2020 ◽  
Vol 13 (1) ◽  
pp. 46-52
Author(s):  
Teresa Cristina Etcheverria ◽  
Marta Élid Amorim
Keyword(s):  
Student Teachers ◽  
Teaching Strategies ◽  
Basic Education ◽  
Pedagogical Knowledge ◽  
Know How ◽  
Knowledge For Teaching ◽  
Material Resources ◽  
Fraction Concepts ◽  
The Subject ◽  
Teaching Fractions

Este texto tem como propósito oportunizar uma discussão sobre conhecimentos relacionados ao conteúdo frações e ao seu ensino. A discussão sobre o ensino das frações está apoiada nas ideias de Magina e Campos e de Morales, dentre outros; e de Shulman no que se refere aos conhecimentos necessários para o ensino. Os dados foram coletados por meio da aplicação de dois questionários com cinco situações problema envolvendo os diferentes conceitos de fração, um para estudantes do Ensino Fundamental e outro para estagiários do Curso de Matemática – Licenciatura. Os resultados sinalizam que apesar dos licenciandos evidenciarem saber responder corretamente situações envolvendo os diferentes significados de fração, as estratégias de ensino propostas por eles deixam claro que no momento de pensar em uma forma de explicar esse conteúdo costumam recorrer ao significado de fração como parte-todo, demonstrando, assim, conhecimento pedagógico do conteúdo insuficiente para lecionar frações. E que acreditam que o uso de recursos materiais auxiliares pode contribuir no aprendizado desse conhecimento.   Palavras-chave: Estratégias de Ensino. Frações. Formação de Professores.   Abstract The goal of this paper is to present a discussion on knowledge related to fractions and how to teach them. The discussion on teaching fractions is based on the ideas of Magina and Campos and on Morales, among others; and on Shulman regarding the knowledge necessary for teaching. The data were collected from two questionnaires with five situations involving the different fraction concepts, one applied to students in Basic Education and the other applied to interns in the Mathematics Teaching Degree Program. The results indicate that while the student-teachers know how to correctly respond to situations involving the different meanings of fractions, the teaching strategies they proposed make it clear that when they have to think about how to explain the subject, they usually appeal to the part-whole meaning of fractions, thus demonstrating insufficient pedagogical knowledge for teaching fractions. Moreover, they believe that using auxiliary material resources can contribute to learning this knowledge.   Keywords: Teaching Strategies. Fractions. Teacher Training.  

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

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