Connecting Pre-Service Teachers with Contemporary Mathematics Practices: Selecting and Sequencing Students' Work Samples

Autor/inn/en	Livy, Sharyn; Muir, Tracey; Downton, Ann
Titel	Connecting Pre-Service Teachers with Contemporary Mathematics Practices: Selecting and Sequencing Students' Work Samples
Quelle	In: Australian Primary Mathematics Classroom, 22 (2017) 4, S.17-21 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Preservice Teachers; Mathematics Instruction; Teacher Educators; Preservice Teacher Education; Pedagogical Content Knowledge; Theory Practice Relationship; Mathematics Teachers; Elementary School Teachers; Elementary School Mathematics; Foreign Countries; Grade 1; Elementary School Students; Thinking Skills; Multiplication; Work Sample Tests; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Pädagogische Kompetenz; Theorie-Praxis-Beziehung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Elementare Mathematik; Schulmathematik; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Denkfähigkeit; Multiplikation; Australien
Abstract	One of the challenges facing teacher educators is providing our pre-service teachers (PSTs) with authentic experiences that cross the boundaries between Initial Teacher Education (ITE) and the classroom. An additional challenge facing the mathematics teacher educator, is addressing and deepening PSTs' mathematical content knowledge (MCK), which has been raised as a concern in the literature (e.g., Anthony, Cooke, & Muir, 2016). Practice-based strategies have been shown to be effective in bridging the perceived gap between theory and practice (Anthony, et al., 2016), integrating learning of knowledge for teaching (Clarke, Grevholm, & Millman, 2009) and deepening mathematical content knowledge. This article describes how teacher educators used students' work samples to introduce PSTs to the Smith and Stein (2011) five practices; anticipating, monitoring, selecting, sequencing and connecting. For the purpose of this article, the authors have chosen to focus on selecting and sequencing. In doing so, they engaged the PSTs in an act of teaching, which also revealed insights into their own mathematical content knowledge. It is anticipated that this approach could be adapted for use by other teacher educators or as a stimulus in staff meetings by primary teachers and school mathematics leaders. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01