Developing Elementary Teachers' Knowledge about Functions and Rate of Change through Modeling

Autor/inn/en	Weber, Eric; Tallman, Michael A.; Middleton, James A.
Titel	Developing Elementary Teachers' Knowledge about Functions and Rate of Change through Modeling
Quelle	In: Mathematical Thinking and Learning: An International Journal, 17 (2015) 1, S.1-33 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2015.981940
Schlagwörter	Elementary School Teachers; Mathematics Teachers; Pedagogical Content Knowledge; Mathematical Concepts; Teaching Methods; Modeling (Psychology); Instructional Effectiveness; Calculus; Middle School Teachers; STEM Education; Research Design; Classroom Observation Techniques; Mixed Methods Research; Curriculum Design; Hypothesis Testing; Teacher Attitudes; Cohort Analysis; Knowledge Level; Achievement Gains; Teacher Education; Professional Development + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Modeling; Modelling; Modellierung; Unterrichtserfolg; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; STEM; Forschungsdesign; Lehrplangestaltung; Hypothesenprüfung; Hypothesentest; Lehrerverhalten; Kohortenanalyse; Wissensbasis; Achievement gain; Leistungssteigerung; Lehrerausbildung; Lehrerbildung
Abstract	The purpose of this article is to describe the development of elementary school teachers' mathematical knowledge for teaching as they participated in a Modeling Instruction environment that placed heavy emphasis on improving their subject-matter knowledge as a basis for affecting the development of their pedagogical content knowledge. We investigate the development of the teachers' content knowledge and pedagogical content knowledge by considering the results of our iterative revisions with supporting documentation of the insights we made as we refined the course to explore teachers' knowledge. We conclude that Modeling Instruction helped the teachers conceive of mathematics as a tool to explain scientific phenomena and provided the teachers with opportunities to reflect upon the process of learning mathematics, which were both foundational to the development of their subject matter knowledge and their pedagogical content knowledge. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01