Mathematical Knowledge for Teaching Teachers: Knowledge Used and Developed by Mathematics Teacher Educators in Learning to Teach via Problem Solving

Autor/inn/en	Masingila, Joanna O.; Olanoff, Dana; Kimani, Patrick M.
Titel	Mathematical Knowledge for Teaching Teachers: Knowledge Used and Developed by Mathematics Teacher Educators in Learning to Teach via Problem Solving
Quelle	In: Journal of Mathematics Teacher Education, 21 (2018) 5, S.429-450 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-017-9389-8
Schlagwörter	Knowledge Base for Teaching; Mathematics Teachers; Teacher Educators; Communities of Practice; Elementary School Teachers; Preservice Teachers; Preservice Teacher Education; Teaching Methods; Problem Solving; Concept Formation; Mathematical Concepts; Inquiry; Mathematical Logic + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Community; Elementary school; Grundschule; Volksschule; Lehramtsstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Concept learning; Begriffsbildung; Mathematical logics; Mathematische Logik
Abstract	In this study, we report on what types of mathematical knowledge for teaching teachers (MKTT) mathematics teacher educators (MTEs) use and develop when they work together and reflect on their teaching in a Community of Practice while helping prospective primary teachers (PTs) generate their own mathematical knowledge for teaching in learning mathematics via problem solving. Two novice MTEs worked with an experienced MTE and reflected on the process of learning to teach via problem solving and supporting PTs in developing deep understandings of foundational mathematical ideas. Taking a position of inquiry as stance, we examined our experiences teaching mathematics content courses for PTs via problem solving. We found that all of the MTEs used and developed some MKTT through (a) understanding and deciding on the mathematical goals of both the individual lessons and the two-course sequence as a whole, (b) choosing and facilitating tasks, and (c) using questions to scaffold PTs learning and engage them in mathematical processes such as making conjectures, justifying their reasoning, and proving or disproving conjectures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01