A "Knowledge Quartet" Used to Identify a Second-Year Pre-Service Teacher's Primary Mathematical Content Knowledge [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Jul 3-7, 2010).

Autor/in	Livy, Sharyn
Institution	Mathematics Education Research Group of Australasia
Titel	A "Knowledge Quartet" Used to Identify a Second-Year Pre-Service Teacher's Primary Mathematical Content Knowledge [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Jul 3-7, 2010).
Quelle	(2010), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Elementary School Mathematics; Grade 3; Knowledge Base for Teaching; Units of Study; Longitudinal Studies; Mathematics Education; Teaching Methods; Teacher Effectiveness; Teaching Styles; Criticism + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 03; 3. Schuljahr; Schuljahr 03; Teaching theory; Theory of teaching; Unterrichtstheorie; Lerneinheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstil; Unterrichtsstil; Kritik
Abstract	This paper draws on observation of a primary mathematics lesson prepared and taught by a second-year pre-service teacher who lacked mathematical content knowledge. A "knowledge quartet" (Rowland, Turner, Thwaites, & Huckstep, 2009) was used to investigate when and how a pre-service teacher drew on their knowledge of mathematics during primary teaching. Data were collected from field notes, audio recording of part of a lesson, and an interview with the pre-service teacher after the lesson. Discussion focuses on the four characteristics of the "knowledge quartet": foundation, connection, transformation and contingency. Conclusions suggested that pre-service teachers need to continue developing their mathematical content knowledge to assist with future planning and teaching of primary mathematics lessons. (Contains 3 figures.) [For the full proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.] (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10