Do pre-service primary teachers who excel in mathematics become good mathematics teachers?

Mapolelo, Dumma C.

doi:10.1016/s0742-051x(99)00012-8

Cited by 16 publications

(20 citation statements)

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“…R706 m nationally spent in (Department of Education, 2002a. All this expenditure is dispensed in the belief that teachers are the catalysts of learning on which the education system depends (Mapolelo, 1999). The goal is to ensure the highest quality of education for the nearly 600 000 learners enrolled in primary schools in 2000 with just over 16 000 primary school teachers responsible for their education (Education Foundation, 2001).…”

Section: Introductionmentioning

confidence: 99%

Geometry content knowledge: Is pre-service training making a difference?

Sandt

Nieuwoudt

2005

African Journal of Research in Mathematics, Science and Technol

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Huge financial investments are made annually in teacher training in order to prepare prospective teachers for a career in teaching. The impact of pre-service training on prospective mathematics teachers' (n=124) content knowledge (using the Van Hiele Theory) is investigated. Results seem to indicate that prospective teachers exit their school career with higher geometric understanding than after three years of mathematics content and methodology training or after four years of methodology training. The deterioration in prospective teachers' geometry content knowledge indicates that pre-service education does not assist in maintaining or improving levels of geometric understanding. Possible contributing factors are identified such as the fragmented nature of pre-service teacher education programme and the absence of a long-term strategy connecting teacher education to teaching practice in a meaningful way. The results have serious implications for pre-service mathematics education programmes and some suggestions on the features of an improved programme are made.

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Section: Introductionmentioning

confidence: 99%

Geometry content knowledge: Is pre-service training making a difference?

Sandt

Nieuwoudt

2005

African Journal of Research in Mathematics, Science and Technol

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“…Konu alanı bilgisinden öteye giden ve derinleşen AÖB, birçok araştırmacı tarafından etkili öğretim yapan bir öğretmenin rolünü tanımlamada en önemli bileşen olarak görülmektedir (Ann ve diğerleri, 2004;Ball, 1990;Magnussan, Borko ve Krajik;1999;Nilson, 2008). Bu bilgi, öğretimi yapılan konunun öğrenci tarafından nasıl kazanıldığının bilinmesini, işlevsel sorular sorulmasını, öğrenci öğrenmelerinin değerlendirilmesini, öğrenme öğretme sürecinin düzenlenmesini, yönetilmesini, problemlerin seçilip organize edilmesini, etkili temsil biçimlerinin kullanılmasını ve uygun öğretimsel açıklamaların yapılmasını içeren oldukça kapsamlı bir yapıdır (Ball ve Bass, 1993;Magnussan ve diğerleri, 1999;Shulman, 1986Shulman, ,1987.…”

Section: Uzun öZetunclassified

“…Bu bağlamda etkinliklerin seçimi, sıralanması, uygulanması, temsil biçimlerinin belirlenmesi ve bütün bu yapılanların öğrencinin düşünme sürecini nasıl destekleyeceğinin bilinmesi gibi etkinlikler AÖB'nin önemli unsurlarıdır (Baki ve diğerleri, 2011;Ball ve Mcdiarmind, 1990;Grossman, 1990;Marks, 1990;Shulman, 1986Shulman, , 1987Staley, 2004). ArmourThomas, 1999;Kahan ve diğerleri, 2003;Mapolelo, 1999;Yeşildere ve Akkoç, 2010;) öğretmen adaylarının bu alanda bazı zorluklar yaşadığını söylese de öğretmen adaylarının yaşadıkları bu zorlukların AÖB bileşenleri bağlamında ayrıntılı ve sistematik olarak incelenmediği görülmektedir. Bu çalışma, öğretmen adaylarının tasarladıkları öğretme etkinliklerini öğrencilere ulaştırma sürecinde ne gibi zorluklar yaşadıklarını AÖB bileşenleri bağlamında ortaya koymak amacıyla yürütülmüştür.…”

Section: Uzun öZetunclassified

“…Also, the authors emphasized that PSTs had problems with sorting their activities in which the students might have some difficulties. In a study conducted with three mathematics PSTs, who had a solid basis in mathematics, Mapolelo (1999) demonstrated that they did not have sufficient competence in choosing and implementing activities and in making effective instructional explanations to increase students' understanding. Similarly, Artzt and Armour-Thomas (1999) found out that if PSTs do not have in-depth mathematical knowledge related to the topic, they are unable to regulate their activities or make proper instructional explanations, and thus, end up conducting teacher-centered lessons as a way out.…”

Section: Introductionmentioning

confidence: 99%

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Reflections from Pre-Service Teachers Mathematics Teaching Process

Arslan¹,

Baki²

2015

HUJE

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Pedagogical Content Knowledge (PCK) has been considered to be the most important factor for identifying the role of the teacher in carrying out effective teaching. This paper examines, with respect to the components of PCK, the types of difficulties that a group of pre-service teachers encountered during the process of designing teaching activities. For this purpose, 8 pre-service teachers (4 elementary mathematics and 4 classroom teachers) are observed whilst teaching mathematics during the Teaching Practicum course and are interviewed. The study reveals that both groups of pre-service teachers had similar problems in teaching practices. Pre-service teachers experienced difficulties in determining the activities with regard to prior knowledge of the students, deciding the difficulty level of the activities and sorting them, informing students about the purpose of the activities, conducting activities according to their perceived purposes and making transitions between activities. Keywords: Pedagogical Content Knowledge, pre-service teachers, student's activity. ÖZ:Alanı Öğretme Bilgisi (AÖB) etkili öğretim yapan bir öğretmenin sahip olduğu en temel bilgilerdendir. Bu çalışma, AÖB'nin bileşenleri bağlamında öğretmen adaylarının karşılaştığı zorlukları incelemeyi amaçlamaktadır. Bu amaç doğrultusunda 4'ü sınıf, 4'ü ilköğretim matematik olmak üzere 8 öğretmen adayı Öğretmenlik Uygulaması dersi kapsamında gözlenmiş ve bu adaylarla mülakatlar yapılmıştır. Çalışmada her iki gruptaki öğretmen adaylarının benzer problemler yaşadıkları ortaya konulmuştur. Bu bağlamda, öğretmen adaylarının öğrenciye ulaşma, öğrenci önbilgisine uygun etkinlik belirleme ve uygulama, etkinlikleri zorluk derecesine göre sıralama, öğrencileri etkinliklerin amacından haberdar etme, etkinlikleri toparlama ve etkinler arası geçiş yapma gibi hususlarda zorluklar yaşadıkları sonucuna varılmıştır. Anahtar sözcükler: Alanı öğretme bilgisi, öğretmen adayı, öğrenci etkinliği.

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“…Though it is certainly true that teachers need to go through high quality subject matter training in their teacher training programme, the acquisition of this knowledge does not necessarily translate into the ability to provide effective explanations of new concepts (Mapolelo 1998). What constitutes effective explanations is not only the depth of content knowledge, but also how they could present content knowledge in a pedagogically meaningful way.…”

Section: Introductionmentioning

confidence: 99%

Rehearsing to teach: content‐specific deconstruction of instructional explanations in pre‐service teacher training

Inoue

2009

Journal of Education for Teaching

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To cite this article: Noriyuki Inoue (2009) Rehearsing to teach: content-specific deconstruction of instructional explanations in pre-service teacher training, Journal of Education for Teaching: International research and pedagogy, 35:1, 47-60To link to this article: http://dx.Giving effective instructional explanations requires a special type of pedagogical content knowledge, that is, foreseeing where students could employ different assumptions in building their understanding of a specific content. This paper proposes the importance of rehearsing instructional explanations and finetuning the coherence and meaningfulness of instructional explanations before pre-service teachers start practice teaching, where many complex factors such as classroom management could occupy their minds, so leaving little room for focusing and reflecting on their instructional explanations. The current paper presents actual examples of such rehearsals in which the pre-service teachers demonstrated the need for developing deeper pedagogical understanding of the ways their elementary school students construct their content knowledge. It concludes with the suggestion to provide pre-service teachers with ample opportunities actually to practice explaining specific concepts and engage in post-hoc pedagogical analyses of their explanations in teacher training programmes.

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Do pre-service primary teachers who excel in mathematics become good mathematics teachers?

Cited by 16 publications

References 5 publications

Geometry content knowledge: Is pre-service training making a difference?

Geometry content knowledge: Is pre-service training making a difference?

Reflections from Pre-Service Teachers Mathematics Teaching Process

Rehearsing to teach: content‐specific deconstruction of instructional explanations in pre‐service teacher training

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