Author : Michael Jarry-Shore
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (973 download)
Book Synopsis An Exploration of Pre-service Elementary Teachers' Mathematical Knowledge for Teaching by : Michael Jarry-Shore
Download or read book An Exploration of Pre-service Elementary Teachers' Mathematical Knowledge for Teaching written by Michael Jarry-Shore and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "AbstractMathematical knowledge for teaching, or MKT, is a critically important knowledge of mathematics unique to teachers and teaching. One aspect of MKT, specialized content knowledge (SCK), involves the ability to interpret nonstandard student solutions, represent relevant mathematical content non-symbolically, and explain standard math algorithms (Ball, Thames, & Phelps, 2008). A number of measures are currently available to those seeking to assess teachers' SCK, and still, this knowledge domain has "yet to be fully mapped" (Hill, 2010, p. 537). Nowhere is this lack of mapping more apparent than among pre-service teachers, who, due to a lack of teaching experience, are likely to exhibit SCK that is markedly different from that displayed by their in-service counterparts (Hill, 2010). Teacher practices and dispositions, while not a part of existing frameworks for SCK, are likely to play a key role in shaping the nature of this unique mathematical knowledge. This study sought to examine the nature of 11 pre-service teachers' specialized content knowledge, practices, and dispositions through the use of hour-long structured interviews (Ginsburg, Jacobs, & Lopez, 1998). In each interview, study participants were asked to interpret non-standard student solutions to two math problems, one involving a comparison of fractions and another involving multi-digit multiplication. Data gathered in this study indicate that pre-service teachers, unlike experienced teaching professionals, require greater support in two key aspects of SCK: generating non-symbolic representations and interpreting non-standard student solutions (Hill, 2007; Hill, 2010). Additionally, it would appear as though pre-service teachers would benefit from efforts to foster a flexible disposition, as such flexibility appears to augment one's specialized content knowledge (Hill. Dean & Goffney, 2007). The results of this study will inform teacher educators, who must make difficult choices when deciding how to design courses so as to make efficient use of what little time they are given to prepare pre-service teachers (Ball, Sleep, Boerst, & Bass, 2009; Hill, 2010; Kajander, 2010).Keywords: mathematical knowledge for teaching, specialized content knowledge, disposition, pre-service teacher" --