Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

Livy, Sharyn; Vale, Colleen; Herbert, Sandra

doi:10.14221/ajte.2016v41n2.10

Cited by 19 publications

(20 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Drawing on the work of Ball, Lubienski and Mewborn (2001) as well as Grossman (2008), Baumert et al (2010:139) argue that MCK and MPCK are not picked up incidentally but rather developed through university courses, mentoring received during practice teaching and "reflection on classroom experience". This research aligns with the contention of Hudson (2013) and Livy, Vale and Herbert (2016) that in pre-service teacher education there is a growing need for greater focus on mentoring during practice teaching, specifically in the development of student teachers' pedagogical content knowledge. However, quality practicum experiences are dependent on two key components, namely the expertise of the mentor teacher(s) and the suitability of the sites in which the experience is gained (Graham, 2006).…”

Section: Introductionsupporting

confidence: 76%

Mentoring and preparing primary school mathematics teachers

Msimango

Fonseca

Petersen

2020

pie

View full text Add to dashboard Cite

This article reports on the mentoring of foundation phase teachers and their development of disciplinary-specific knowledge, particularly how the practicum provides a space for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) for student teachers, given the generalist knowledge base of many primary school teacher mentors. Data were collected through semi-structured interviews with two Grade 2 mentors and focus group interviews with 12 third-year student teachers in an urban university setting. A two-step process of analysis comprising open-ended coding, followed by a form of deductive coding, within a framework derived from literature on the development of MCK and MPCK, led to two main findings. Firstly, mentors might have hindered student teachers' development of MCK and MPCK, thus affecting the building of comprehensive conceptual models of good mathematics teaching practice. Secondly, the efficacy of the university-led training for mentors did not seem to have been successful for preparing them to work effectively with student teachers. We therefore recommend that greater emphasis be placed on the development of subject-specific mentoring practices, especially in scarce-skills areas such as mathematics and argue for a set of standards for mathematicsspecific mentoring practices in South African primary school teacher education.

show abstract

Section: Introductionsupporting

confidence: 76%

Mentoring and preparing primary school mathematics teachers

Msimango

Fonseca

Petersen

2020

pie

View full text Add to dashboard Cite

show abstract

“…Several researchers argue that mathematical knowledge for teaching is crucial for successful teaching, realization of learning outcomes and learner attainment (e.g. McAuliffe, 2013;Bansilal, Brijlall & Mkhwanazi, 2014;Pournara, Hodgen, Adler & Pillay;2015, Livy, Vale & Herbert, 2016Aksu & Umit, 2016;Pournara, 2016). The key conundrum associated with this state of affairs is that there is a paucity of substantial research on what this knowledge for teaching entails and how it is acquired during the learning to teach phase particularly in South Africa.…”

Section: Discussionmentioning

confidence: 99%

Exploring South African in-Service Teachers’ Baseline Knowledge of Mathematics: A Case of Further Education and Training Phase

Ramaila¹,

Seloane²

2020

Education and New Developments 2020

View full text Add to dashboard Cite

The advent of the fourth industrial revolution provides opportunities for teachers as key agents of educational change to fully embrace digital transformation in its broadest sense with a view to foster pedagogic innovation. In view of this key strategic imperative, this study explored South African in-service teachers' baseline knowledge of mathematics in the Further Education and Training (FET) Phase. In terms of the structure of the Curriculum and Assessment Policy Statement (CAPS), the FET Phase is comprised of Grades 10, 11 and 12. A mathematics professional development intervention involving 30 teachers was implemented during which a diagnostic assessment test was administered as a pre-test and post-test to evaluate teachers' baseline knowledge of FET mathematics. The results of the diagnostic assessment test revealed pervasive knowledge gaps associated with various topics in FET mathematics. In addition, there was no meaningful correlation between teacher professional experience and knowledge of FET mathematics. While the pre-test results painted a gloomy picture about teachers' baseline knowledge of FET mathematics, the post-test results revealed a marginal improvement with the overall performance of the teachers remaining below 65%. The inadequate learner performance in mathematics in South Africa can partly be attributed to pervasive knowledge gaps exhibited by teachers in various topics. There is a critical need for sustainable teacher professional development interventions to strengthen teachers' content knowledge and pedagogical content knowledge in mathematics as a key knowledge domain. Implications for sustainable teacher professional development and meaningful curriculum reform are discussed.

show abstract

“…Teachers must present content knowledge in a way so that students may understand it. Mathematics content knowledge is decisive for achieving goals and objectives and developing students achievement effectively (Ball et al, 2008;McAuliffe, 2013;Bansillal, Brrijlall & Mkhwenazi, 2014;Pourrnara, Hodgenn, Adler & Pilley;, Livy, Vale & Herbert, 2016Aksu & Umit, 2016;Pournara, 2016).…”

Section: ___________________________________________________________________________mentioning

confidence: 99%

Investigating Mathematics Teachers’ Content Knowledge, attitudes and beliefs at Secondary Level

Ahmad

Majoka

Shah

2021

ojs

View full text Add to dashboard Cite

This paper explores the content knowledge of mathematics teachers at the secondary level, their attitudes and beliefs towards mathematics instruction in Khyber Pakhtunkhwa. Researchers used a survey-type quantitative research design to execute this project. The population for this study was comprised of 692 High and Higher Secondary schools of the public sector of both the genders and 1427 mathematics teachers from seven selected districts. The sample was drawn from the population by taking 143 schools (male & female) and 355 mathematics teachers randomly applying the proportional allocation technique. A questionnaire consisting of 80items on content knowledge, attitudes, and beliefs was developed in light of the objectives of the study. The questionnaire was pilot tested to judge the reliability. The value of Cronbach's alpha was calculated to be 0.81. Experts of items developers were involved to judge the validity of the tool. Data was collected and analyzed using Chi-square (χ2) test. Findings explored that response of mathematics teachers was significant regarding their content knowledge, attitudes, and beliefs. But in some concepts of mathematics, they were not competent. Conclusions reveal that in some domains of mathematics, teachers are not competent. It is recommended that continuous refresher courses might be arranged for their capacity building.

show abstract

Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

Cited by 19 publications

References 27 publications

Mentoring and preparing primary school mathematics teachers

Mentoring and preparing primary school mathematics teachers

Exploring South African in-Service Teachers’ Baseline Knowledge of Mathematics: A Case of Further Education and Training Phase

Investigating Mathematics Teachers’ Content Knowledge, attitudes and beliefs at Secondary Level

Contact Info

Product

Resources

About