Mathematical Knowledge for Teaching: How Do Primary Pre-Service Teachers in Malawi Understand It?

Autor/inn/en	Jacinto, Everton Lacerda; Jakobsen, Arne
Titel	Mathematical Knowledge for Teaching: How Do Primary Pre-Service Teachers in Malawi Understand It?
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 24 (2020) 1, S.31-40 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jacinto, Everton Lacerda) ORCID (Jakobsen, Arne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2020.1735673
Schlagwörter	Preservice Teachers; Elementary School Teachers; Foreign Countries; Knowledge Base for Teaching; Student Attitudes; Teaching Methods; Malawi + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	While a consensus within the field exists that pre-service teachers need adequate knowledge and skills to become effective teachers in mathematics, less is known about how they understand the mathematical knowledge needed for teaching in elementary education. This paper explores how Malawian pre-service teachers understand the mathematical knowledge needed for teaching in primary schools. Written answers to a questionnaire survey, and data from six individual interviews collected at the beginning of the teacher-training programme will be presented. The analytical framework is based on the practice-based theory of mathematical knowledge for teaching, with a specific focus on the domains of the common, horizon and specialised content knowledge. The data revealed that, while taking theoretical courses, pre-service teaches develop only intuitive but complementary views of what is proposed by the theory, which is even the case with pre-service teachers with some prior teaching experience. Findings provide insights into the development of pre-service teachers' mathematical knowledge for teaching, and suggest that further research is needed on how pre-service teachers articulate their understanding of teaching in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01