ERIC Number: EJ1051029
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 48
Developing Elementary Teachers' Knowledge about Functions and Rate of Change through Modeling
Weber, Eric; Tallman, Michael A.; Middleton, James A.
Mathematical Thinking and Learning: An International Journal, v17 n1 p1-33 2015
The purpose of this article is to describe the development of elementary school teachers' mathematical knowledge for teaching as they participated in a Modeling Instruction environment that placed heavy emphasis on improving their subject-matter knowledge as a basis for affecting the development of their pedagogical content knowledge. We investigate the development of the teachers' content knowledge and pedagogical content knowledge by considering the results of our iterative revisions with supporting documentation of the insights we made as we refined the course to explore teachers' knowledge. We conclude that Modeling Instruction helped the teachers conceive of mathematics as a tool to explain scientific phenomena and provided the teachers with opportunities to reflect upon the process of learning mathematics, which were both foundational to the development of their subject matter knowledge and their pedagogical content knowledge.
Descriptors: Elementary School Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Mathematical Concepts, Teaching Methods, Modeling (Psychology), Instructional Effectiveness, Calculus, Middle School Teachers, STEM Education, Research Design, Classroom Observation Techniques, Mixed Methods Research, Curriculum Design, Hypothesis Testing, Teacher Attitudes, Cohort Analysis, Knowledge Level, Achievement Gains, Teacher Education, Professional Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: 0930109