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ERIC Number: EJ1063843
Record Type: Journal
Publication Date: 2015
Reference Count: 54
Strengthening Pre-Service Teachers' Mathematical Content Knowledge
Hine, Gregory S. C.
Journal of University Teaching and Learning Practice, v12 n4 Article 5 2015
Over the past two decades there has been a growing body of literature concerning the preparation of pre-service mathematics teachers. Research efforts have focused principally on approaches conducted by tertiary educators to adequately prepare pre-service teachers (PST) for the mathematics classroom. Despite the extensive literature there is no consensus on how to adequately train PST of mathematics (Ball, Hill & Bass 2003; Chapman 2005). There are two specific aims of this research project. The first is to investigate the self-perceptions of pre-service primary and secondary teachers enrolled in a mathematics education unit as they engage with and consolidate their mathematics content. The second aim is to explore how these pre-service teachers understand and perceive their "readiness" to undertake such a task, based on their recent tertiary training. Both aims will be investigated during the two stages of the research project. The significance of this research lies in the belief that the unit ED2315: "Mathematical Learning for Early Adolescents" adequately prepares students' mathematical content knowledge in conjunction with their pedagogical content knowledge, and that research into this area can strengthen future efforts in preparing pre-service teachers. Specifically, the unit has the potential to influence the way pre-service mathematics teachers are professionally prepared to teach mathematical content in the classroom. This study seeks to build upon the extant literature by describing the self-perceptions of pre-service teachers preparing to teach mathematics to upper primary and lower secondary students.
Descriptors: Preservice Teachers, Mathematics Instruction, Pedagogical Content Knowledge, College Faculty, Self Concept, Qualitative Research, Student Surveys, Likert Scales, Middle Schools, Foreign Countries
University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: email@example.com; Web site: http://ro.uow.edu.au/jutlp
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Australia