Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices

Autor/in	Charalambous, Charalambos Y.
Titel	Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices
Quelle	In: Journal of Teacher Education, 67 (2016) 3, S.220-237 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487116634168
Schlagwörter	Knowledge Base for Teaching; Foreign Countries; Knowledge Level; Preservice Teachers; Elementary School Teachers; College Students; Mathematics Instruction; Mathematical Concepts; Misconceptions; Error Patterns; Problem Solving; Item Response Theory; Nonparametric Statistics; Interviews; Comparative Analysis; Teaching Methods; Surveys; Cyprus + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Wissensbasis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Collegestudent; Mathematics lessons; Mathematikunterricht; Missverständnis; Fehlertyp; Problemlösen; Item-Response-Theorie; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Survey; Umfrage; Befragung; Zypern
Abstract	Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by recruiting contrasting populations are relatively scarce. Drawing on a sample of 644 Greek-Cypriots preservice and inservice elementary school teachers and university students with strong mathematical background, this study explored participants' knowledge with respect to four teaching practices: providing and evaluating explanations; selecting and using representations; analyzing student errors, misconceptions, and non-conventional solutions; and selecting tasks. Results emerging from an item response theory (IRT) model and non-parametric tests showed significant differences among these groups, largely in the first two practices. Clinical interviews with a voluntary sub-sample of these participants provided insights into the unexpected findings related to the other two practices. The theoretical, methodological, and practical implications of these findings are discussed, and directions for future studies are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01