Examining the Impact of a Framework to Support Prospective Secondary Teachers' Transition from 'Doer' to 'Teacher' of Mathematics

Autor/inn/en	Lee, Hea-Jin; Özgün-Koca, S. Asli; Meagher, Michael; Edwards, Michael Todd
Titel	Examining the Impact of a Framework to Support Prospective Secondary Teachers' Transition from 'Doer' to 'Teacher' of Mathematics
Quelle	In: Mathematics Teacher Education and Development, 20 (2018) 1, S.112-131 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Secondary School Mathematics; Preservice Teacher Education; Preservice Teachers; Teaching Skills; Capacity Building; Knowledge Base for Teaching; Methods Courses; Heuristics; Teaching Methods; Teaching Models; Task Analysis; Mathematics Activities; Problem Solving; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Methodisch-didaktische Anleitung; Heuristik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Aufgabenanalyse; Problemlösen; Pädagogische Kompetenz
Abstract	A transition from "doer" to "teacher" for prospective teachers requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher heuristic (MATH) model. The study investigated the impact of MATH on the development of teacher candidates' mathematical knowledge for teaching (MKT) and their pedagogical knowledge. Twenty-two preservice secondary mathematics teachers enrolled in a methods course participated in the study. Findings of the study showed that teacher candidates' MKT was engaged as a result of analysis of the student work. While some teacher candidates based subsequent instructional planning work on what they noticed in the student work, others had gaps between what they noticed and their further planning. Teacher candidates' work samples with noticing and noticing with gaps are shared in the results section. (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	2020/1/01