ERIC Number: ED401270
Record Type: RIE
Publication Date: 1996-Oct
Reference Count: N/A
Elementary Teachers' Pedagogical Content Knowledge of Mathematics.
Fuller, Roberta Ann
The purpose of this study was to characterize and compare novice and experienced elementary teachers' pedagogical knowledge and pedagogical content knowledge of three major topics in mathematics: whole number operation, fractions, and geometry. The study participants were 26 preservice elementary teachers and 28 experienced kindergarten through sixth grade teachers. Data were collected via the Survey on Teaching Mathematics, a research-designed instrument that assists in describing pedagogical content knowledge. The results seemed to indicate that experienced teachers possess a greater conceptual understanding of whole number operations than do novice teachers, but that both novice and experienced teachers possess primarily a procedural knowledge of fractions. In addition, the results indicated that both novice and experienced teachers think that a good teacher is one who shows and tells students how to do the work. The findings imply that both novice and experienced teachers need to revisit and extend their own mathematical understandings. They need to explore, identify, and challenge their assumptions about the teacher's role and to develop pedagogical content knowledge. (Contains 11 references.) (Author/ND)
Descriptors: Elementary Education, Elementary School Mathematics, Elementary School Teachers, Fractions, Geometry, Knowledge Base for Teaching, Knowledge Level, Mathematical Concepts, Mathematics Instruction, Mathematics Skills, Pedagogical Content Knowledge, Preservice Teacher Education, Student Teachers, Teacher Role, Teaching Experience, Whole Numbers
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Experienced Teachers
Note: Paper presented at the Mid-Western Educational Research Association Conference (Chicago, IL, October 5, 1996).