Mapping the Way to Content Knowledge

Autor/inn/en	Poling, Lisa L.; Goodson-Epsy, Tracy; Dean, Chrystal; Lynch-Davis, Kathleen; Quickenton, Art
Titel	Mapping the Way to Content Knowledge
Quelle	In: Teaching Children Mathematics, 21 (2015) 9, S.538-547 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Preservice Teacher Education; Preservice Teachers; Concept Mapping; Mathematical Concepts; Concept Formation; Knowledge Base for Teaching; Subtraction; Video Technology; Content Analysis; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Concept Map; Concept learning; Begriffsbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Subtraktion; Inhaltsanalyse; Elementare Mathematik; Schulmathematik
Abstract	The role of teacher education is to initiate purposeful conversation regarding specific content, to provide the scaffold for which preservice teachers can begin to understand the subject matter for the purpose of teaching, and to acknowledge gaps in their conceptual knowledge (Grossman and Shoenfeld with Lee 2005). Teacher candidates may enter elementary education programs with basic understanding of whole-number operations, but they may lack understanding deeper connections. Building true conceptual understanding requires that individuals learn to make meaningful connections between mathematical concepts. Solidifying connections between concepts and content must be at the forefront of instructing preservice teacher candidates. A learning tool that is irreplaceable to reveal these connections is a visual representation created by the learner: a concept map. Through concept mapping, preservice teachers demonstrate a conceptual as well as procedural understanding of the content and may show how they view connections between ideas. (A bibliography is included. Two additional pages of subtraction tasks are appended to this article online.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01