scholarly journals SOUTH AFRICAN TEACHERS’ MATHEMATICAL KNOWLEDGE: REFLECTIONS FROM SHORT LEARNING INTERVENTION PROGRAMME (SLIP)

2019 ◽  
Vol 77 (6) ◽  
pp. 705-721
Author(s):  
Loyiso C. Jita ◽  
Olugbenga Adedayo Ige
Keyword(s):  
South African ◽  
Content Knowledge ◽  
Lesson Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Study Groups ◽  
Intervention Programme ◽  
Knowledge For Teaching ◽  
Learning Intervention ◽  
And Mathematics

This qualitative research reports the results of a short learning intervention programme conducted by South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education to enhance the mathematical knowledge of teachers in some South African schools. The short learning programme comprised the fostering of teachers’ mathematical knowledge and the formation of lesson study groups to apply the knowledge gained from the intervention programme in different schools in the country. The sample comprised 53 male and 72 female Mathematics teachers who were nominated from several school districts in the country. The participants were trained using Mathematical Knowledge for Teaching (MKT) which included the topics of probability/ratio and proportion (grades 1-9). The MKT consisted of these sets of expertise: Common Content Knowledge (CCK), Specialised Content Knowledge (SCK), Knowledge of Contents and Students (KCS), and Knowledge of Content and Teaching (KCT). The lesson study groups applied the knowledge acquired from the short learning intervention programme to engage in group activities, lesson studies, and to report the major challenges in doing the lesson studies. This model research comprised three stages: the first stage involved active participation in the workshops that took place at the University of the Free State; the teachers that attended the training workshops implemented the knowledge gained in the respective schools in their districts in the second stage; and the third stage involved the compilation and submission of a Portfolio of Evidence (PoE) by the teachers that participated in the training workshops. Keywords: mathematical knowledge, short learning intervention programme, South African teachers.

scholarly journals Pre-service teacher’s mathematical knowledge for teaching in problem-based learning

2020 ◽  
Vol 5 (2) ◽  
pp. 160-174
Author(s):  
Ifada Novikasari
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Problem Based Learning ◽  
Learning Activities ◽  
Student Centered ◽  
Mathematical Structures ◽  
Knowledge For Teaching ◽  
Authentic Problems ◽  
And Mathematics

Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.

Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth

2019 ◽  
Vol 56 (5) ◽  
pp. 1590-1628 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Debra Plowman ◽  
Haiyan Bai
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Learning Opportunities ◽  
Knowledge For Teaching ◽  
Mathematics Problems ◽  
Knowledge Growth ◽  
Mathematics And Science ◽  
Core Features

This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students’ work and solving mathematics problems) were related to gains in teachers’ mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Implications for research and teacher education are discussed.

Mentor-Guided Lesson Study as a Tool to Support Learning in Field Experiences

2015 ◽  
Vol 4 (1) ◽  
pp. 20-31 ◽  
Author(s):  
Kristen N. Bieda ◽  
Jillian Cavanna ◽  
Xueying Ji
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Lesson Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Student Thinking ◽  
Practicing Teachers ◽  
Knowledge And Skills ◽  
Knowledge For Teaching ◽  
Intern Teachers

Field experience can be a rich site for intern teachers to develop the knowledge and skills they need for effective teaching. Lesson study has been shown to be a powerful form of professional development that enhances practicing teachers' mathematical knowledge for teaching through collaborative inquiry with their peers. In this article, we discuss the use of mentor-guided lesson study to support mentor and intern collaboration in the field and share what we have learned about its potential to support interns' attention to student thinking. We will also share insights from the field for those interested in implementing this activity in teacher preparation coursework.

scholarly journals DEVELOPING A QUESTIONNAIRE TO ASSESS THE PROBABILITY CONTENT KNOWLEDGE OF PROSPECTIVE PRIMARY SCHOOL TEACHERS

2016 ◽  
Vol 15 (2) ◽  
pp. 197-215
Author(s):  
EMILSE GÓMEZ-TORRES ◽  
CARMEN BATANERO ◽  
CARMEN DÍAZ ◽  
JOSÉ MIGUEL CONTRERAS
Keyword(s):  
Education Research ◽  
Primary School ◽  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Statistics Education ◽  
Mathematical Knowledge For Teaching ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge For Teaching ◽  
Research Journal

In this paper we describe the development of a questionnaire designed to assess the probability content knowledge of prospective primary school teachers. Three components of mathematical knowledge for teaching and three different meanings of probability (classical, frequentist and subjective) are considered. The questionnaire content is based on curricular guidelines and primary school textbooks in Spain. The items were selected and adapted, after expert judgment, from previous research. The responses of 157 prospective primary school teachers were used to analyze the psychometric properties of the questionnaire and to provide information about various aspects of participants’ probability content knowledge. First published November 2016 at Statistics Education Research Journal Archives

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.

An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct

2018 ◽  
Vol 70 (5) ◽  
pp. 485-497 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Tammy Tolar ◽  
Erik Jacobson ◽  
Weihua Fan
Keyword(s):  
Elementary School Teachers ◽  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Secondary Analysis ◽  
Mathematical Knowledge For Teaching ◽  
Upper Elementary ◽  
Specialized Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Content Knowledge For Teaching

This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the content, students, and teaching) can be distinguished empirically. Findings from a secondary analysis of data collected from upper elementary teachers in the Measures of Effective Teaching project ( N = 397) suggest the most parsimonious explanation of Mathematical Knowledge for Teaching construct is that it is unidimensional. We argue, based on the findings and limitations we identified, that researchers should reconsider both the structure of the components that make up the content knowledge for teaching and the effects of item design on the dimensionality of the construct.

scholarly journals INSTRUCTIONAL PRACTICES OF SCIENCE TEACHERS IN RURAL LEARNING ECOLOGIES

2020 ◽  
Vol 19 (5) ◽  
pp. 780-803
Author(s):  
Olugbenga Adedayo Ige ◽  
Loyiso C. Jita
Keyword(s):  
Instructional Practices ◽  
South African ◽  
Science Teachers ◽  
Secondary School Teachers ◽  
Intervention Programme ◽  
Post Intervention ◽  
Learning Intervention ◽  
And Mathematics ◽  
Matriculation Examination ◽  
Mathematics And Science

The outcomes of IEA's Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has increased from 2008 to 2018 in South African schools. It was consequent on this decline in performance that the South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education developed a short learning intervention programme for Mathematics teachers in South Africa in 2013 and 2014. This research reports post-intervention instructional practices of five teachers at Reitz who took part in the intervention programme. The teachers took part in the training workshops that were orgnised for participants at the University of the Free State, implemented the knowledge acquired from the programme in their respective schools, and compiled an evidence portfolios of their post-intervention instructional practices. The portfolios of evidence submitted by the teachers were thus analysed to give voice and meaning to their post-intervention instructional practices and reflections. The analyses provide evidences of which aspects of their instructional delivery worked well while other aspects did not work well. Keywords: evidence portfolios, instructional practices, science education, short learning intervention programme, secondary school teachers

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