The interplay between pre-service teachers' intentions and enacted mathematical content knowledge in the classroom

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 (Refereed Research Paper - 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: 13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 50%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 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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