Daniel, Leah (2017) The interplay between pre-service teachers' intentions and enacted mathematical content knowledge in the classroom. In: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. pp. 197-204. From: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia: 40 years on: we are still learning!, 2-6 July 2017, Melbourne, VIC, Australia.

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Abstract

Pre-service teachers (PSTs), like practising teachers, enact their mathematical content knowledge (MCK) in pursuit of instructional goals during lessons. In this study, I explored the relationship between six secondary mathematics pre-service teachers’ goals and the MCK that they chose to enact in 10 lower secondary algebra lessons. The findings indicate that PSTs enact stronger aspects of their MCK when they pursue goals that pertain to making mathematical connections rather than procedural mastery. Also, live classroom interactions with confused students can positively impact the instructional goals that preservice teachers form and the quality of MCK that they enact.

Item ID:	56081
Item Type:	Conference Item (Research - E1)
Keywords:	mathematics education; preservice teacher; content knowledge, instructional goals; teacher decision making
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Date Deposited:	14 Nov 2018 00:52
FoR Codes:	39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences @ 50% 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 70% 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 30%
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