Exploring Mathematical Knowledge in Elementary Teacher Candidates with the Use of Classroom-Based Artifacts

Autor/in	Gillentine, E. Paige
Titel	Exploring Mathematical Knowledge in Elementary Teacher Candidates with the Use of Classroom-Based Artifacts
Quelle	(2013), (302 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Mississippi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-1315-5
Schlagwörter	Hochschulschrift; Dissertation; Knowledge Level; Preservice Teachers; Mathematics Instruction; Elementary School Mathematics; Knowledge Base for Teaching; Student Evaluation; Teaching Methods; Problem Solving; Comprehension; Group Discussion; Pretests Posttests; Reflection; Scores; Learning Activities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Wissensbasis; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Teaching theory; Theory of teaching; Unterrichtstheorie; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Verstehen; Verständnis; Gruppendiskussion; Lernaktivität
Abstract	Researchers have suggested that teachers use a specialized type of knowledge specifically attributed to the work of teaching. One aspect of this specific type of knowledge is the ability to analyze children's work. With continued emphasis on a teacher's ability to analyze their students' thought processes, teacher candidates will need to develop this same ability. The purpose of this study was to examine how teacher candidates used knowledge to discuss different types of classroom-based artifacts within elementary mathematics content courses. Three sections of an elementary mathematics content course received one type of classroom-based artifact: the entire artifact consisting of student work and student explanations, explanations from the artifact, or work from the artifact. The fourth section of this content course did not receive an artifact and acted as a control group for the study. Before receiving classroom-based artifacts, all teacher candidates solved the problem from the artifacts and posted their solution processes in an online course management system. Teacher candidates were given classroom-based artifacts on six separate occasions. On each occasion, teacher candidates individually answered reflection questions pertaining to the students' solution processes and students' understanding or lack of understanding. Teacher candidates were placed in groups, where discussions of these reflection questions took place. Data was collected through the use of pre- and post-content assessments, reflection questions, and artifact discussions. Results indicated that there was no significant difference in post-assessment scores by type of classroom-based artifact. The way in which teacher candidates discussed the artifacts, however, varied slightly based on the type of artifact. The section that received the entire artifact tended to provide the most accurate descriptions and interpretations. The section that received only the explanations, however, was able to recreate the student work and provided detailed descriptions and interpretations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01