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ERIC Number: ED573291
Record Type: Non-Journal
Publication Date: 2012-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: N/A
Does Knowing More Advanced Mathematics Ensure Effectiveness of Working towards Demonstrating Specialised Mathematical Content Knowledge of Second-Year Pre-Service Teachers?
Livy, Sharyn
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012)
The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the content (Ball, Thames, & Phelps, 2008). This study reports on a comparison of two second-year pre-service teachers who had varied mathematical content knowledge (MCK) at the beginning of their Bachelor of Education course. It investigated whether knowing more advanced mathematics or foundation knowledge (Rowland et al., 2009) facilitates working towards demonstrating SCK. The results draw on a qualitative analysis, categorising lesson observation and interview responses using foundation knowledge and connections constructs of the "Knowledge Quartet" framework (Rowland et al., 2009). Both pre-service teachers experienced course opportunities that consolidated foundation knowledge and demonstrated connections. During their lesson observation they relied on procedural explanations and neither especially demonstrated working towards SCK.
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: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Australia