Teacher Learning of Subject Matter Knowledge through an Educative Curriculum

Autor/inn/en	Noh, Jihwa; Webb, Matthew
Titel	Teacher Learning of Subject Matter Knowledge through an Educative Curriculum
Quelle	In: Journal of Educational Research, 108 (2015) 4, S.292-305 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.886176
Schlagwörter	Knowledge Base for Teaching; Mathematics Curriculum; Instructional Materials; Teaching Experience; Interviews; Task Analysis; Context Effect; Secondary School Teachers; High Schools; Teacher Characteristics; Qualitative Research; Teaching Skills; Mathematical Applications; Mathematical Models; Knowledge Level; Achievement Gains + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Interviewing; Interviewtechnik; Aufgabenanalyse; High school; Oberschule; Qualitative Forschung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Angewandte Mathematik; Innermathematische Anwendung; Mathematical model; Mathematisches Modell; Wissensbasis; Achievement gain; Leistungssteigerung
Abstract	The authors examined the characterization of mathematical knowledge of teachers using educative curriculum materials. In particular, they investigated knowledge of change and rate of change (in the context of algebra and functions) of 12 teachers with differing levels of experience. Participants used a same set of curriculum materials that embed features that had potential to be educative for teachers. Data were collected using a mathematical task-based interview. The analyses suggest that context played an important role with regard to teachers' ability to explore complex situations. Teachers with a high level of experience teaching the educative curriculum materials showed greater success in dealing with complex problems and recognizing similar and contrasting characteristics of different types of representations across contexts. The findings suggest that curriculum materials can be designed to assist teachers' learning in ways that contribute to establishing contexts where teacher learning takes place. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01