Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH School Science and Mathematics Pub Date : 2024-02-22 DOI:10.1111/ssm.12644
Bima Sapkota, Amanda Huffman Hayes
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Abstract

Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs’ practices, we operationalized six MKT subdomains in terms of approximations of practice. We used that operationalization to investigate, which subdomains were evidenced in PMTs’ lesson plans and their lesson plan reflections. Eleven secondary PMTs participated in our study. Using a qualitative content analysis method, we found Knowledge of Content and Teaching most evidenced, suggesting that the PMTs demonstrated MKT when they described mathematical tasks and associated instructional activities. Also, the PMTs demonstrated Knowledge of Content and Students when they described how their students would engage with proposed mathematical tasks. However, the PMTs struggled to plan for activities by building on students’ potential mathematical thinking and reasoning. Only limited instances of Horizon Content Knowledge suggest that the PMTs had limited opportunities to demonstrate how their advanced mathematical knowledge connected with their mathematics teaching in the approximations of practice provided. We propose alternative forms of approximations of practice to optimize PMTs’ opportunities to demonstrate and develop MKT.
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职前教师的教学数学知识:关注备课和反思
数学教师教育者认为,职前数学教师(PMTs)的教学实践是其数学教学知识(MKT)的证明。职前数学教师通过近似实践来演练教学。为了探究数学教学知识与职前数学教师实践之间的联系,我们从近似实践的角度对数学教学知识的六个子域进行了操作化。我们利用这一操作方法来研究,哪些子领域在PMT的教案和他们的教案反思中有所体现。11 名中学 PMT 参与了我们的研究。通过定性内容分析法,我们发现 "内容与教学知识 "是最有证据的,这表明PMT在描述数学任务和相关教学活动时表现出了 "内容与教学知识"。此外,PMT 在描述学生如何参与拟议的数学任务时,也表现出了对教学内容和学生的了解。然而,小学数学教师很难通过学生潜在的数学思维和推理来规划教学活动。只有有限的 "地平线内容知识 "表明,小学数学教师只有有限的机会展示他们的高 级数学知识如何在近似实践中与他们的数学教学相联系。我们建议采用其他形式的近似实践,以优化小学数学教师展示和发展 MKT 的机会。
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来源期刊
School Science and Mathematics
School Science and Mathematics EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
9.10%
发文量
47
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