ERIC Number: EJ860126
Record Type: Journal
Publication Date: 2009-Oct
Abstractor: As Provided
Understanding the Influence of Two Mathematics Textbooks on Prospective Secondary Teachers' Knowledge
Davis, Jon D.
Journal of Mathematics Teacher Education, v12 n5 p365-389 Oct 2009
This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers' pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. On the pretest, the teachers possessed an incomplete understanding of content and pedagogical content knowledge related to exponential functions. The teachers' understanding of how to translate from table to closed-form and recursive equations grew as a result of their use of the "Mathematics: Modeling Our World" textbook, while the "Discovering Algebra" textbook appeared to be more beneficial in terms of pedagogical content knowledge. Teachers read from the student lessons in both textbooks, but read differently from the sections of both textbooks intended for the teacher. They focused more on the purpose of the "Mathematics: Modeling Our World" lesson and more on the places where students might experience difficulties in the margins of the "Discovering Algebra" lesson. The teachers' learning was influenced by their own personal characteristics (e.g., previous textbook experiences) as well as textbook qualities (e.g., organization).
Descriptors: Textbooks, Pretests Posttests, Mathematics Teachers, Algebra, Pedagogical Content Knowledge, Mathematics Instruction, Secondary School Teachers, Secondary School Mathematics, Planning, Preservice Teachers, Knowledge Base for Teaching, Mathematical Concepts, Equations (Mathematics), Teacher Characteristics, Textbook Content
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A