The Relationship between Mathematical Content Knowledge and Mathematical Pedagogical Content Knowledge of Prospective Primary Teachers

Autor/in	Norton, Stephen
Titel	The Relationship between Mathematical Content Knowledge and Mathematical Pedagogical Content Knowledge of Prospective Primary Teachers
Quelle	In: Journal of Mathematics Teacher Education, 22 (2019) 5, S.489-514 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-018-9401-y
Schlagwörter	Mathematics Teachers; Elementary School Teachers; Pedagogical Content Knowledge; Foreign Countries; Teacher Education Programs; Teaching Methods; Mathematics Instruction; Preservice Teacher Education; Outcomes of Education; Prediction; Australia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Pädagogische Kompetenz; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Lernleistung; Schulerfolg; Vorhersage; Australien
Abstract	In Australia, there is increasing scrutiny of teacher education processes in learning to teach primary mathematics. In this study, mixed methods, including linear regression, are used to examine the entry mathematical content knowledge of third-year Bachelor of Education Pre-service Students and to relate this to their graduating level of content and a measure of pedagogical content knowledge based upon capacity to describe student errors and provide learning support. The data indicate low levels of mathematical content knowledge at the beginning of the course, prompting questioning of the focus of earlier mathematics curriculum courses. Over the life of the study, there was improvement in some domains, which is to be expected where knowledge of mathematics was an intended outcome. Mathematical content knowledge at the start, but particularly at the end of the study, was highly predictive of expressions of mathematical pedagogical content knowledge. The stronger predictive value of mathematical content knowledge at the end of the study for mathematical pedagogical content knowledge suggests merit in developing the two aspects of teacher knowledge in tandem, rather than in different courses. The relevance of the data to teacher preparation in the institution and more broadly is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01