Supporting the Development of Preservice Teachers' Mathematical Connection Skills in a Teacher Education Programme

Autor/inn/en	Disbudak-Kuru, Özge; Isiksal-Bostan, Mine
Titel	Supporting the Development of Preservice Teachers' Mathematical Connection Skills in a Teacher Education Programme
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 8, S.1393-1419 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2022.2158381
Schlagwörter	Preservice Teachers; Teacher Education Programs; Mathematics Instruction; Teaching Methods; Learning Processes; Undergraduate Students; Course Descriptions; Lesson Plans; Pedagogical Content Knowledge; Middle School Teachers; Mathematics Teachers; State Universities; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kursstrukturplan; Lesson planning; Unterrichtsplanung; Pädagogische Kompetenz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Staatliche Universität; Ausland; Türkei
Abstract	This paper aims to examine the extent to which pre-service teachers' mathematical connection skills were promoted through the course designed within the scope of pedagogies of practice (Grossman et al. [2009]. Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100. https://doi.org/10.1177/016146810911100905) in the teacher education programme. Data were collected in a course that was designed to develop pre-service mathematics teachers' (PSTs) mathematical connections skills through a classroom teaching experiment with individual contributions to the whole class learning process. Thirty-six PSTs who were enrolled in the course participated in the present study. Initial and revised lesson plans were used as primary data collection instruments. In the most general sense, the findings demonstrated that most of the PSTs improved their mathematical connection skills during the course. The results of the current study provide insight into how the courses in undergraduate education should be implemented to give PSTs opportunities to develop their mathematical connection skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01