"I Know You Have to Put Down a Zero, but I'm Not Sure Why": Exploring the Link between Pre-Service Teachers' Content and Pedagogical Content Knowledge

Autor/inn/en	Maher, Nicole; Muir, Tracey
Titel	"I Know You Have to Put Down a Zero, but I'm Not Sure Why": Exploring the Link between Pre-Service Teachers' Content and Pedagogical Content Knowledge
Quelle	In: Mathematics Teacher Education and Development, 15 (2013) 1, S.72-87 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Foreign Countries; Preservice Teachers; Elementary School Teachers; Knowledge Base for Teaching; Mathematics; Pedagogical Content Knowledge; Multiplication; Elementary School Mathematics; Identification; Error Correction; Misconceptions; Teaching Methods; Interviews; Mathematics Tests; Mixed Methods Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematik; Pädagogische Kompetenz; Multiplikation; Elementare Mathematik; Schulmathematik; Identifikation; Identifizierung; Korrektur; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Australien
Abstract	This paper reports on an investigation into pre-service teachers' mathematical content knowledge and their ability to interpret students' responses to a multi-digit multiplication task and make subsequent appropriate teaching decisions. Using a combination of quantitative and qualitative methods, the researchers tested aspects of the mathematical knowledge held by a volunteer group of twenty final year preservice primary teachers. A volunteer sample of seven pre-service teachers were involved in a follow-up interview, where they were provided with hypothetical student work samples, including one using the long multiplication algorithm, and asked to analyse the student's mathematical thinking and make suggestions as to appropriate teaching approaches. The results indicated that the pre-service teachers in the study had an instrumental understanding of the long multiplication process that impacted on their ability to both recognise and address students' mathematical errors. This study provides an insight into the lack of content knowledge of a small sample of pre-service teachers with respect to multiplication of two and three digit numbers and subsequent lack of pedagogical content knowledge for teaching this topic. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10