Characterizing Prospective Secondary Teachers' Foundation and Contingency Knowledge for Definitions of Transformations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Lai, Yvonne; Lischka, Alyson E.; Strayer, Jeremy F.
Titel	Characterizing Prospective Secondary Teachers' Foundation and Contingency Knowledge for Definitions of Transformations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Teachers; Mathematics Instruction; Pedagogical Content Knowledge; Geometry; Mathematical Models; Teaching Methods; Teacher Education Programs; Undergraduate Students; Educational Practices; Guidelines; Course Content; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Geometrie; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Richtlinien; Kursprogramm; Lehramtsstudiengang; Lehrerausbildung
Abstract	One promising approach for connecting undergraduate content coursework to secondary teaching is using teacher-created representations of practice. Using these representations effectively requires seeing teachers' use of mathematical knowledge in and for teaching (MKT). We argue that Rowland's (2013) Knowledge Quartet for MKT, in particular, the dimensions of Foundation and Contingency, is a fruitful conceptual framework for this purpose. We showcase an analytic framework derived from Rowland's work and our analysis of 85 representations of practice. These representations all featured geometry. We illustrate examples of combinations of "high" and "low" Foundation and Contingency, and show results of coding juxtaposed with performance on an instrument previously validated to measure MKT. We describe the potential for generalizing this framework to other domains, such as algebra and mathematical modeling. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01