Investigating the Different Dimensions of Preservice Mathematics Teachers' Understanding -- The Case of Factorisation

Autor/inn/en	Fitzmaurice, Olivia; Hayes, Jacqueline
Titel	Investigating the Different Dimensions of Preservice Mathematics Teachers' Understanding -- The Case of Factorisation
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 10, S.73-94, Artikel 5 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Mathematics Instruction; Teaching Methods; Teacher Education Programs; Guidelines; Secondary School Teachers; Preservice Teachers; Pedagogical Content Knowledge; Mathematics Teachers; Mathematical Concepts; Teacher Educators; Algebra; Graduate Students; Undergraduate Students; Physical Education Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Pädagogische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Physical education; Physical training; Sportlehrer
Abstract	This paper reports on a study designed to investigate preservice teachers' understanding of factorisation, a topic not explicitly taught within their teacher education programme, but one they will be required to teach when they graduate. We query if the knowledge they bring from secondary school, prepares them sufficiently to teach their future students for understanding. 83 preservice secondary school mathematics teachers' procedural and conceptual understanding of quadratic factorisation were assessed using Usiskin's Framework for understanding mathematics (2012) which identifies several dimensions of understanding. The study provides evidence that the preservice mathematics teachers have a strong procedural understanding, and while some conceptual understanding does exist, there was very limited conceptual understanding within most of the dimensions of the framework (Usiskin, 2012). We conclude the paper by considering how teacher educators can address the issues of preservice teacher knowledge and understanding of content not formally covered within their teacher education programmes. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01