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ERIC Number: EJ1138384
Record Type: Journal
Publication Date: 2017-May
Pages: 16
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1863-9690
The Acquisition of Mathematics Pedagogical Content Knowledge in University Mathematics Education Courses: Results of a Mixed Methods Study on the Effectiveness of Teacher Education in Germany
Buchholtz, Nils Frederik
ZDM: The International Journal on Mathematics Education, v49 n2 p249-264 May 2017
This paper reports on a longitudinal mixed methods evaluation study on the acquisition and development of mathematical pedagogical content knowledge (MPCK) of future teachers at several German universities. The study is a German supplementary study to the international comparative TEDS-M 2008 study. Besides the pedagogical content knowledge that was longitudinally surveyed using instruments relating to TEDS-M 2008, the study examined additionally, in qualitatively-oriented interviews, what individual perceptions the future teachers have of courses on mathematics education. In the data nine different systematic perceptions could be identified that could be assigned to four different dimensions of courses on mathematics education. Through the integration of the different results the relationship between knowledge acquisition and perceptions is described, as exemplified by the cases of two future teachers. Hereby the future teachers' explanations provide an interpretive background for the development of their MPCK.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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: Germany