Error Analysis: Supporting the Development of Pre-Service Mathematics Teachers’ Subject Matter Knowledge of School Mathematics Topics

2021 ◽  
Vol 28 (1) ◽  
pp. 151-168
Author(s):  
Zanele Ngcobo
Keyword(s):  
Error Analysis ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Subject Matter Knowledge ◽  
School Mathematics

Professionalized Subject Matter for Junior High School Mathematics Teachers

1953 ◽  
Vol 46 (8) ◽  
pp. 541-547
Author(s):  
Myron F. Rosskopf
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Junior High School ◽  
Subject Matter ◽  
Professional Training ◽  
Junior High ◽  
School Mathematics ◽  
Specific Information ◽  
Junior High School Teachers

Much has been written concerning the training of secondary school mathematics teachers. Leaders in mathematics education have had many words to say about both the educational and mathematical training of prospective teachers. Usually the latter training is divided into pure mathematics and professional mathematics. The concern of this paper is the professional mathematics training of junior high school teachers. Of approximately fifty references that were examined in the preparation of this paper, there were only two that treated explicitly the content of a professionalized subject-matter course.1 The others made recommendation that such a course ought to be given or that it should be included in a professional-training program but did not give specific information. The question of what to include in a professionalized subject-matter course or how far to go with such a course is still an open question. In this paper an effort will be made to indicate with two or three topics how far to go in such a course. No attempt will be made to indicate what to include in a semester or full-year course.

scholarly journals TEACHERS’ KNOWLEDGE ABOUT INFORMAL LINE OF BEST FIT

2015 ◽  
Vol 14 (1) ◽  
pp. 8-35
Author(s):  
STEPHANIE A. CASEY ◽  
NICHOLAS H. WASSERMAN
Keyword(s):  
Education Research ◽  
Teacher Preparation ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Statistics Education ◽  
Subject Matter Knowledge ◽  
Current Status ◽  
Research Journal ◽  
Placement Accuracy ◽  
Best Fit

The purpose of this study was to investigate teachers’ subject matter knowledge relevant to the teaching of informal line of best fit. Task-based interviews were conducted with nineteen pre-service and in-service mathematics teachers. The results include descriptions and categorizations of teachers’ conceptions, criteria for placement, accuracy of placement, and interpretation of the informal line of best fit. Implications regarding teacher preparation for the teaching of this topic, including current status and recommendations for future preparation, are discussed. First published May 2015 at Statistics Education Research Journal Archives

Sign in / Sign up

Export Citation Format

Share Document