Looking at Practice: Revealing the Knowledge Demands of Teaching Data Handling in the Primary Classroom

Autor/in	Leavy, Aisling
Titel	Looking at Practice: Revealing the Knowledge Demands of Teaching Data Handling in the Primary Classroom
Quelle	In: Mathematics Education Research Journal, 27 (2015) 3, S.283-309 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-014-0138-3
Schlagwörter	Data; Elementary School Mathematics; Mathematics Instruction; Teaching Skills; Preservice Teacher Education; Preservice Teachers; Lesson Plans; Classroom Observation Techniques; Student Teaching; Communities of Practice; Team Teaching; Teamwork; Teacher Collaboration; Educational Needs; Knowledge Base for Teaching; Statistics; Training Methods; Educational Practices; Capacity Building; Teacher Competencies + Suchen Sie Ihr Suchwort? Daten; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehramtsstudiengang; Lehrerausbildung; Lesson planning; Unterrichtsplanung; Teaching practice; Unterrichtspraxis; Community; Teamteaching; Lehrerkooperation; Educational need; Bildungsbedarf; Teaching theory; Theory of teaching; Unterrichtstheorie; Statistik; Didaktik; Trainingsmaßnahme; Bildungspraxis; Lehrkunst
Abstract	In the evolving field of mathematics education, there is the need to maintain the relationship between what is presented in college level preparation courses and the skills required to teach mathematics in classrooms. This research examines the knowledge demands placed on 73 pre-service primary teachers as they use lesson study to plan and teach data handling in primary classrooms. Pre-service teachers are observed as they plan, teach and re-teach data lessons in classrooms. Problems of practice are identified and categorized using the Ball, Thames and Phelps (2008) subdomains of common content knowledge (CCK), specialized content knowledge (SCK), knowledge of content and students (KCS) and knowledge of content and teaching (KCT). The results provide insights into the specific knowledge demands placed on early career teachers when teaching data and statistics and identifies foci area that can be addressed in teacher preparation programs. The results illustrate that development of understandings in one knowledge subdomain can motivate and impact learning in another subdomain. These interrelationships were found to exist both within and between the domains of content and pedagogical content knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01