Author : Erin Coleen Morgart
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (111 download)
Book Synopsis DEVELOPING ELEMENTARY PRE-SERVICE TEACHERS' MATHEMATICAL KNOWLEDGE FOR TEACHING by : Erin Coleen Morgart
Download or read book DEVELOPING ELEMENTARY PRE-SERVICE TEACHERS' MATHEMATICAL KNOWLEDGE FOR TEACHING written by Erin Coleen Morgart and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the impact that an adapted lesson study had on the development of elementary pre-service teachers (PSTs) mathematical knowledge for teaching (MKT) within a professional development school (PDS) context. Research suggests that PSTs enter teacher education lacking the subject matter knowledge needed to teach mathematics. This study represents an effort to identify a model for PST learning that can be used to continue to develop PSTs MKT after completing coursework. Using Shulmans pedagogical reasoning to adapt lesson study for PST learning, I created the pre-service teacher lesson study cycle (PST-LSC). This qualitative research study used case study methodology to investigate and analyze the development of four PSTs MKT while participating in the PST-LSC. To analyze growth in the PSTs MKT, pre- and post-interviews were conducted. Additionally, audio-recordings of discussions, lesson study artifacts, and PST journal responses were collected over the course of the PST-LSC. The data were analyzed thematically using a priori codes and subcodes related to the MKT framework in order to identify how the PSTs MKT developed throughout the PST-LSC. The data suggests the PSTs MKT deepened as a result of participating in the PST-LSC. More specifically, the PST-LSC provided PSTs with opportunities to develop all six domains of MKT: common content knowledge (CCK), specialized content knowledge (SCK), knowledge at the mathematical horizon, knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of curriculum. The results of the study also indicate that the sharing of mathematical strategies, cross grade-level discussions, readings, collaboration, curricular resources, observation, and reteaching involved in the PST-LSC were catalysts for the gains in MKT. This research has implications for teacher educators who teach mathematics methods courses and who supervise PSTs in field experiences.