Designing and Implementing Authentic Investigative Proportional Reasoning Tasks: The Impact on Pre-Service Mathematics Teachers' Content and Pedagogical Knowledge and Attitudes

Autor/inn/en	Ben-Chaim, David; Keret, Yaffa; Ilany, Bat-Sheva
Titel	Designing and Implementing Authentic Investigative Proportional Reasoning Tasks: The Impact on Pre-Service Mathematics Teachers' Content and Pedagogical Knowledge and Attitudes
Quelle	In: Journal of Mathematics Teacher Education, 10 (2007) 4-6, S.333-340 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-007-9052-x
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Teaching Models; Program Effectiveness; Mathematics Teachers; Pedagogical Content Knowledge; Mathematics Instruction; Mathematical Concepts; Thinking Skills; Attitudes; Foreign Countries; Elementary School Teachers; Middle School Teachers; Schools of Education; Israel + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrmodell; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Attitude; Einstellung; Verhalten; Ausland; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Erziehungswissenschaftliche Fakultät
Abstract	In this study we created, implemented, and evaluated the impact of proportional reasoning authentic investigative tasks on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher education programs conducted in Israeli teacher colleges. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience of and are exposed to authentic investigative proportional reasoning tasks with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10