Characterizing Preservice Teachers' Mathematical Understanding of Algebraic Relationships

Autor/in	Nillas, Leah A.
Titel	Characterizing Preservice Teachers' Mathematical Understanding of Algebraic Relationships
Quelle	In: International Journal for Mathematics Teaching and Learning, (2010), (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Preservice Teachers; Test Items; Mathematics Instruction; Knowledge Level; Mathematical Aptitude; Knowledge Base for Teaching; Pedagogical Content Knowledge; Special Education Teachers; Elementary School Curriculum; Portfolio Assessment; Protocol Materials; Interviews; Concept Mapping; Algebra + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Mathematics lessons; Mathematikunterricht; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Portfoliobeurteilung; Unterrichtsprotokoll; Interviewing; Interviewtechnik; Concept Map
Abstract	Qualitative research methods were employed to investigate characterization of preservice teachers' mathematical understanding. Responses on test items involving algebraic relationships were analyzed using with-in case analysis (Miles and Huberman, 1994) and Pirie and Kieren's (1994) model of growth of mathematical understanding. Five elementary and special education preservice teachers were the focus of this study. Analysis showed that preservice teachers demonstrated different levels of mathematical understanding. The nature of the mathematical tasks they completed in class provided contexts for their developing understanding. (Contains 23 figures.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10