Mathematics for Teaching and Deep Subject Knowledge: Voices of Mathematics Enhancement Course Students in England

Autor/inn/en	Adler, Jill; Hossain, Sarmin; Stevenson, Mary; Clarke, John; Archer, Rosa; Grantham, Barry
Titel	Mathematics for Teaching and Deep Subject Knowledge: Voices of Mathematics Enhancement Course Students in England
Quelle	In: Journal of Mathematics Teacher Education, 17 (2014) 2, S.129-148 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-013-9259-y
Schlagwörter	Foreign Countries; Preservice Teachers; Secondary School Mathematics; Mathematics Teachers; Interviews; Pedagogical Content Knowledge; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Pädagogische Kompetenz
Abstract	This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of "understanding mathematics in depth", which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students' talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10