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ERIC Number: EJ1026024
Record Type: Journal
Publication Date: 2013-Aug
Pages: 8
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1072-0839
Bird Boxes Build Content Area Knowledge
Cianca, Sherri Ann
Mathematics Teaching in the Middle School, v19 n1 p22-29 Aug 2013
This article describes a preservice teacher training in line with meeting the Common Core State Standards for Mathematics (CCSSM) using geometric reasoning, spatial sense, measurement, representation, communication, and problem solving. The author infers that when preservice teachers lack pedagogical content knowledge they cannot successfully translate this competence for teaching content with meaning. Teachers with weak pedagogical content knowledge will fail to plan meaningful lessons or anticipate areas where students might struggle; they will be unprepared to answer students' questions or detect students' misconceptions; and, inevitably, their students may acquire distorted meanings. In response to this challenge the author explored the impact of a bird house nesting box activity on participants' geometric subject matter knowledge. The nesting box task integrated across mathematical domains (number and operations, algebraic thinking, measurement, and geometry) and across subject areas (ornithology, the scientific study of birds; flight, geography, migration; state birds; art; music; and carpentry). Preservice teachers can take these idea with them into student teaching placements and future classrooms.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A