Preservice Teachers' Subject Matter Knowledge of Mathematics

Autor/in	Menon, Ramakrishnan
Titel	Preservice Teachers' Subject Matter Knowledge of Mathematics
Quelle	In: International Journal for Mathematics Teaching and Learning, (2009), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Preservice Teachers; Mathematics Instruction; Methods Courses; Knowledge Base for Teaching; Pedagogical Content Knowledge; Problem Sets; Problem Solving; Secondary School Curriculum; Arithmetic; Teaching Methods; Transformations (Mathematics); Teacher Education Programs + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Methodisch-didaktische Anleitung; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Problemstellung; Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Teaching method; Lehrmethode; Unterrichtsmethode; Transformationstheorie
Abstract	Sixty four preservice teachers taking a mathematics methods class for middle schools were given 3 math problems: multiply a three digit number by a two digit number; divide a whole number by a fraction; and compare the volume of two cylinders made in different ways from the same rectangular sheet. They were to a) solve them, explaining their solution, b) classify them as easy, of medium difficulty, or difficult, explaining the rationale for their classification, and c) explain how they would teach/help children to solve them. Responses were classified under three categories of subject matter knowledge, namely traditional, pedagogical, and reflective. Implications of these categories to effective math teaching are then discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10