A Qualitative Study on the Development of Pre-Service Teachers' Mathematical Knowledge for Teaching in a History-Based Course

Autor/in	Youchu, Huang
Titel	A Qualitative Study on the Development of Pre-Service Teachers' Mathematical Knowledge for Teaching in a History-Based Course
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 9, S.2599-2616 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Qualitative Research; Preservice Teachers; Knowledge Level; Pedagogical Content Knowledge; Mathematics Instruction; Foreign Countries; History Instruction; Simulation; Video Technology; Program Effectiveness; Semi Structured Interviews; Technology Uses in Education; Teaching Methods; Journal Writing; China + Suchen Sie Ihr Suchwort? Qualitative Forschung; Wissensbasis; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Ausland; History lessons; Geschichtsunterricht; Simulation program; Simulationsprogramm; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitschriftenaufsatz
Abstract	This study explores the effect of a history-based course on pre-service teachers' mathematical knowledge for teaching (MKT). Data were collected from 10 pre-service teachers at a normal university in China. At the beginning of the course, participants were asked to submit their teaching plans followed by a teaching simulation on selected topics. They then received a history-based course particularly stressing the value of the history of mathematics in education. After being educated on the historical background of these topics, the participants were asked to think back while watching their simulation videos and then redesign their instructional plans on the same topics. We investigated these pre-service teachers' MKT through the simulated teaching videos, conducting semi-structured interviews, and analyzing their teaching plans and learning journals. Results suggest that these pre-service teachers' MKT had improved. Their changes in PCK were more significant than those in SMK. Nevertheless, the history-based course seemed to have had less influence on the participants' CCK and KCC. Possible reasons for the positive and negative effects are addressed. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01