Pedagogical Knowledge for Teaching Mathematics in Montessori Schools

Autor/inn/en	Namukasa, Immaculate Kizito; Aryee, Kinful Lartebea
Titel	Pedagogical Knowledge for Teaching Mathematics in Montessori Schools
Quelle	In: International Electronic Journal of Mathematics Education, 16 (2021) 3, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Namukasa, Immaculate Kizito) ORCID (Aryee, Kinful Lartebea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Montessori Schools; Mathematics Instruction; Teacher Competencies; Elementary School Teachers; Montessori Method; Teaching Skills; Knowledge Base for Teaching; Knowledge Level; Teaching Methods; Foreign Countries; Middle School Teachers; Preschool Teachers; Mathematical Concepts; Canada + Suchen Sie Ihr Suchwort? Montessori-Schule; Mathematics lessons; Mathematikunterricht; Lehrkunst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Montessori pedagogics; Montessori-Pädagogik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kanada
Abstract	Teacher knowledge needed for teaching is widely studied to characterize its key categories. We report findings from a study on teachers' knowledge for mathematics in the Montessori schools. In Montessori accredited schools, teachers learn to teach mathematics in ways different from the teachers themselves experienced in non-Montessori schools. We ask: What knowledge do teachers learn? and how do they continue to refine this knowledge in teaching in classrooms? We draw from a teacher knowledge framework based on cross-national studies to interpret mixed data from a case study. We aim to inform research on teacher characteristics needed for consistent implementation of instructional reform. Major findings from this study are that for K-6 Montessori teachers to thrive in teaching mathematics in Montessori classrooms, they need teacher knowledge on Montessori materials, on lesson and the presentation of content according to Montessori's philosophy and pedagogy; as well as on the process of independently understanding concepts to be presented. The findings contribute to further theorizing on teacher knowledge which has implications is designed to teacher training opportunities in three subcategories; namely teaching, learning, and professional competence knowledge. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01