ERIC Number: EJ862764
Record Type: Journal
Publication Date: 2009-Nov
Abstractor: As Provided
Reference Count: 28
Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn?
Morris, Anne K.; Hiebert, James; Spitzer, Sandy M.
Journal for Research in Mathematics Education, v40 n5 p491-529 Nov 2009
The goal of this study is to uncover the successes and challenges that preservice teachers are likely to experience as they unpack lesson-level mathematical learning goals (i.e., identify the subconcepts and subskills that feed into target learning goals). Unpacking learning goals is a form of specialized mathematical knowledge for teaching, an essential starting point for studying and improving one's teaching. Thirty K-8 preservice teachers completed 4 written tasks. Each task specified a learning goal and then asked the preservice teachers to complete a teaching activity with this goal in mind. For example, preservice teachers were asked to evaluate whether a student's responses to a series of mathematics problems showed understanding of decimal number addition. The results indicate that preservice teachers can identify mathematical subconcepts of learning goals in supportive contexts but do not spontaneously apply a strategy of unpacking learning goals to plan for, or evaluate, teaching and learning. Implications for preservice education are discussed. (Contains 9 tables and 1 footnote.)
Descriptors: Preservice Teacher Education, Preservice Teachers, Mathematics Education, Mathematics Instruction, Pedagogical Content Knowledge, Teaching Methods, Teaching Skills, Class Activities, Classroom Techniques, Task Analysis, Undergraduate Students, Number Concepts
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: email@example.com; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 8; Higher Education
Authoring Institution: N/A