Mathematical Knowledge for Teaching: How do Primary Pre-service Teachers in Malawi Understand it?

Jacinto, Everton Lacerda; Jakobsen, Arne

doi:10.1080/18117295.2020.1735673

Cited by 7 publications

(12 citation statements)

References 16 publications

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“…While the larger research focused on data from around the six domains developed by Ball et al (2008), this article focused on two tasks (designing the sequencing of the instructional tasks and use of locally available resources in classrooms) that are subjects in the mathematics syllabus of the program (Malawian Institute of Education, 2017) and are crucial for pre-service teachers to learn during teacher education in Malawi (Jacinto & Jakobsen, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Prior research on teachers' knowledge for teaching has involved epistemic beliefs about the certainty of teaching knowledge (Ferguson & Brownlee, 2018), perceptions of teaching knowledge during teacher education (Jacinto & Jakobsen, 2020), construction of ideas about knowledge and teaching (Kroll, 2004), knowledge and beliefs of students' prior knowledge and the potential to develop new knowledge while solving mathematical tasks (Lee, Coomes, & Yim, 2019), changes in beliefs about the teaching and learning (Tillema, 1998), and the development of mathematical knowledge for teaching teachers (Jankvist, Clark, & Mosvold, 2020). Such a body of works provides insights beyond what teachers can or cannot do in the classroom.…”

Section: The Teacher's Specialized Content Knowledgementioning

confidence: 99%

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An analysis of pre-service teachers’ understanding of the knowledge needed for teaching Mathematics: the case of Malawi

Jacinto¹

2021

RIPEM

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In contexts of adversity, there is a need to educate pre-service teachers with specialized content knowledge so they can carry out the work of teaching effectively. This article draws upon a study with three pre-service teachers in Malawi that examines the understanding they develop of the knowledge needed to carry out mathematics teaching tasks, in particular, the knowledge needed sequence instructional tasks sequence and use mathematical representations in classrooms. The research was conducted in one teacher education college where the curriculum is under development and has an emergent demand for qualifying teachers in mathematics. The research methodology was based on a questionnaire, interviews, teaching observations, and group discussions. The data were thematically analyzed through two themes reflecting the knowledge pre-service teachers considered necessary for teaching mathematics. While the first theme reveals how pre-service teachers understand this knowledge as a reference for meeting curricular standards and students’ needs, the second captures a form of understanding that attempts to go beyond conceptual knowledge. The findings can help better understand the pre-service teachers’ learning and experience during teacher education and how theoretical constructs are conceived in challenging contexts of teacher education.

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Section: Discussionmentioning

confidence: 99%

Section: The Teacher's Specialized Content Knowledgementioning

confidence: 99%

An analysis of pre-service teachers’ understanding of the knowledge needed for teaching Mathematics: the case of Malawi

Jacinto¹

2021

RIPEM

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“…The entry-level mathematics subject knowledge of the student teachers for teaching in the FET phase is crucial because it determines the student achievement in mathematics (Reddy et al, 2016). Jacinto & Jakobsen (2020) argues that several studies highlight that teachers should be able to teach what they know and comprehend. Jakimovik (2013) further supports this, who states that teachers should have the appropriate MCK for effective teaching and learning.…”

Section: Mathematical Knowledge For Teachingmentioning

confidence: 99%

Mathematical Knowledge for Teaching in Further Education and Training Phase: Evidence from Entry Level Student Teachers’ Baseline Assessments

Adelabu

Alex

2022

IJLTER

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This paper investigates entry-level student teachers' mathematical knowledge for teaching in the Further Education and Training phase (FET) through Baseline Assessment. The study employed a quantitative research technique. The data collection instrument was a mathematics subject knowledge test (Baseline Assessment) for FET phase student teachers. Purposive and convenient sampling methods were employed in the study. The study enlisted the participation of 222 first-year mathematics education student teachers from a rural Higher Education Institution (HEI) specialising in FET phase mathematics teaching. One hundred and seventy-five (175) student teachers completed the Baseline Assessment for all grades in this study (10, 11, and 12). The Baseline Assessment findings were examined using descriptive statistics. The results revealed that student teachers have a moderate knowledge of mathematics topics in the FET phase at the entry-level. In addition, an adequate level of understanding for teaching Grades 10 and 12 Patterns, Functions, Algebra, Space and Shape (Geometry), and Functional Relationships. While the elementary level of understanding for teaching grade 10 Measurement, Grade 11 Patterns, Functions, Algebra, and Trigonometry and Grade 12 Space and Shape (Geometry). There is no level of understanding for teaching FET phase Data and Statistics and Probability. The paper suggests that student teachers must develop a comprehensive understanding of the mathematics curriculum with the assistance of teacher educators in HEIs.

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“…The theory of MKfT according to (Ball, Thames & Phelps, 2008) and (Jacinto & Jakobsen, 2020) comprises of six teachers' knowledge domains which are: common content knowledge (CCK), horizon content knowledge (HCK), specialised content knowledge (SCK), knowledge of content and students, knowledge of content and teaching and knowledge of content and curriculum. The CCK is defined as the mathematical knowledge frequently used in a diversity of situations, including outside teaching (Jacinto & Jakobsen, 2020). CCK is knowledge that is closely associated with the content of the curriculum, but not to a particular curriculum.…”

Section: Mathematical Knowledge For Teachingmentioning

confidence: 99%

“…Therefore, the teachers' knowledge is basically what teachers need to know and are able to do in order to come up with meaningful teaching methods (Ball, Thames & Phelps, 2008). The HCK is the knowledge of 'how the content being taught is situated in and connected to the broader disciplinary territory' (Jacinto & Jakobsen, 2020). The SCK is defined as 'the mathematical knowledge unique to the work of teaching'.…”

Section: Mathematical Knowledge For Teachingmentioning

confidence: 99%

Self-Directed Learning Through Computer-Aided Mathematics Instruction: First-Year Teacher Education Experience

Adelabu

Ngwabe

Alex

2021

IJHE

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Objective: The study investigates first-year teacher education students’ self-directed learning through Computer-Aided Mathematics Instruction (CAMI).Methods: A total of 230 first-year mathematics teachers specialising in Further Education and Training (FET) phase teaching participated in the study, where responses from 50 student teachers were purposively and conveniently selected to report on in this paper. A qualitative research method approach was used and open–ended questionnaires were utilised to collect the data for first-year teacher education students’ self-directed learning. The questionnaires were analysed using descriptive data analysis.Results: Results of the study revealed that CAMI was used to monitor students’ learning, the time the learning takes place, the performance of the student within the duration of time, and to evaluate student performance. The results also revealed the skills that characterised self-directed learning and active learning where the student teachers were motivated to learn more and to solve difficult problems in mathematics.Conclusions: The study recommends technology integration, such as CAMI, in teacher education and teaching and learning in the Higher Education Institutions (HEIs), to promote self-directed learning and support effective learning for future learners.

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Mathematical Knowledge for Teaching: How do Primary Pre-service Teachers in Malawi Understand it?

Cited by 7 publications

References 16 publications

An analysis of pre-service teachers’ understanding of the knowledge needed for teaching Mathematics: the case of Malawi

An analysis of pre-service teachers’ understanding of the knowledge needed for teaching Mathematics: the case of Malawi

Mathematical Knowledge for Teaching in Further Education and Training Phase: Evidence from Entry Level Student Teachers’ Baseline Assessments

Self-Directed Learning Through Computer-Aided Mathematics Instruction: First-Year Teacher Education Experience

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