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ERIC Number: EJ1101424
Record Type: Journal
Publication Date: 2016-May-10
Pages: 14
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1473-0111
Course Redesign to Improve Pre-Service Teacher Engagement and Confidence to Teach Mathematics: A Case Study in Three Parts
Larkin, Kevin
International Journal for Mathematics Teaching and Learning, May 2016
This article examines pedagogical changes to a mathematics education course for pre-service teachers (PSTs) over a three-year period. Transactional Distance Theory (TDT) is used as a conceptual framework underpinning the course redesign. A case study of one campus (Campus A) is presented. It is chosen for analysis because, of the three campuses on which this course is taught, it is this Campus that starkly illuminates the unfolding, three-year drama of course redesign. This redesign increased PST engagement with mathematics and improved their self-confidence to teach mathematics. It is claimed that these improvements resulted in positive outcomes in relation to their mathematics content knowledge (MCK) and also mathematical pedagogical knowledge (MPK). Feedback over the three-year period indicates that changes to course design in terms of structure, dialogue, and autonomy enhanced PST engagement; increased their confidence to teach mathematics in the future; and facilitated a shift in perspective regarding mathematics education. The article also outlines the implications of this course redesign for university mathematics educators utilising blended/online teaching.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia