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Pre-Service Mathematics Teachers’ Content Training: Perceptions and “Transformation” of Mathematics Knowledge for Student Teaching |
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Abstract:
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This study examines the mathematics course taking of a cohort of secondary teacher education students (TESs) and how this training served as a resource during their student teaching experience. Despite nearly identical coursework, TESs held a wide range of perceptions of the value and role of their formal training for their teaching and identified an array of "gaps" they felt affected their current efficacy as teachers. |
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mathemat (15), teach (14), teacher (7), knowledg (7), train (6), student (6), tess (5), subject (5), ball (4), percept (4), 2001 (4), ed (4), research (4), l (4), univers (4), formal (4), m (4), current (3), studi (3), d (3), educ (3), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Hodge, Angela. and Staples, Megan. "Pre-Service Mathematics Teachers’ Content Training: Perceptions and “Transformation” of Mathematics Knowledge for Student Teaching" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2008-12-12 <http://www.allacademic.com/meta/p32961_index.html> |
APA Citation:
| Hodge, A. and Staples, M. , 2005-10-20 "Pre-Service Mathematics Teachers’ Content Training: Perceptions and “Transformation” of Mathematics Knowledge for Student Teaching" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2008-12-12 from http://www.allacademic.com/meta/p32961_index.html |
Publication Type: Poster
Abstract: This study examines the mathematics course taking of a cohort of secondary teacher education students (TESs) and how this training served as a resource during their student teaching experience. Despite nearly identical coursework, TESs held a wide range of perceptions of the value and role of their formal training for their teaching and identified an array of "gaps" they felt affected their current efficacy as teachers. |
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| PRE-SERVICE MATHEMATICS TEACHERS’ CONTENT TRAINING: PERCEPTIONS AND THE “TRANSFORMATION” OF MATHEMATICS KNOWLEDGE FOR STUDENT TEACHING Angie Hodge Megan Staples Purdue University Purdue University ahodge@math.purdue.edu mstaples@purdue.edu The mathematical knowledge required for effective teaching is a topic currently receiving much attention (e.g. Wilson Floden & Ferrini-Mundy 2001; Ball & Bass 2000; Ball Lubienski & Mewborn 2001). Correspondingly questions are being asked about “how many” and “what kind” of coursework can best serve mathematics teacher education students (TESs) as they begin their |
| In J. Boaler (Ed.) Multiple perspectives on the teaching and learning of mathematics (pp. 83-104). Westport CT: Ablex. Ball D. L. Lubienski S. and Mewborn D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge In V. Richardson (Ed.) Handbook of research on teaching (4th ed.). New York: Macmillan. Wilson S. M. Floden R. E. Ferrini-Mundy J. (2001) Teacher preparation research: Current knowledge gaps and recommendations. University of Washington: Center for the Study of Teaching and |
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