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What Two Mathematics Educators Learned About Their Instruction and Pre-service Teachers’ Mathematical Understanding |
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Abstract:
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Two mathematics instructors conducted a self-study to improve preservice teachers’ knowledge of fractions. After the intervention, preservice teachers’ performance on a mathematics assessment improved from M = 61.2 to 80.0 in the PI’s class (n = 24) and M = 62.5 to 75.9 in the TA’s classes (n = 47). Results show that teacher knowledge and pedagogy can be improved. |
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teacher (34), preservic (28), confid (16), lesson (15), teach (14), mathemat (13), score (11), result (11), student (10), measur (9), semest (9), post (9), pre (9), group (8), survey (8), method (7), improv (7), moder (7), increas (7), use (7), carol (7), |
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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:
| Leonard, Jacqueline. and Krier, Kathleen. "What Two Mathematics Educators Learned About Their Instruction and Pre-service Teachers’ Mathematical Understanding" 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>. 2009-05-25 <http://www.allacademic.com/meta/p18876_index.html> |
APA Citation:
| Leonard, J. and Krier, K. , 2005-10-20 "What Two Mathematics Educators Learned About Their Instruction and Pre-service Teachers’ Mathematical Understanding" 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>. 2009-05-25 from http://www.allacademic.com/meta/p18876_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Two mathematics instructors conducted a self-study to improve preservice teachers’ knowledge of fractions. After the intervention, preservice teachers’ performance on a mathematics assessment improved from M = 61.2 to 80.0 in the PI’s class (n = 24) and M = 62.5 to 75.9 in the TA’s classes (n = 47). Results show that teacher knowledge and pedagogy can be improved. |
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| WHAT TWO MATHEMATICS EDUCATORS LEARNED ABOUT THEIR INSTRUCTION AND PRE-SERVICE TEACHERS’ MATHEMATICAL UNDERSTANDING Jacqueline Leonard Kathleen Krier Temple University Temple University jleo@temple.edu kkrier@temple.edu The results of our self-study show preservice teachers’ content knowledge self-efficacy and pedagogy can be improved. Each of the research questions and the results of the measures needed to answer each question are enumerated below: 1. How do preservice teachers’ scores on a mathematics assessment compare before and after intervention in a mathematics methods course? Two |
| in teaching style. Additionally using the jigsaw method for group work had a twofold benefit. For many preservice teachers the methods course provided their first experience teaching a math lesson. The ability to collaborate on a lesson allowed prospective teachers to share both their insights and misconceptions about certain mathematics concepts. This helped each planning group to develop a solid lesson that was standards-based and to incorporate good questions into the lesson. This planning group work also help preservice |
Similar Titles:
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Preparing Preservice Teachers to Teach Students Who are at Risk for Mathematics Disabilities: Evidence-Based Practices for Early Mathematics Instruction
Pre-Service Mathematics Teachers’ Content Training: Perceptions and “Transformation” of Mathematics Knowledge for Student Teaching
Building Confidence in Teaching Mathematics: Experiences of Pre-service Teachers that Hinder and Enable Confidence
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