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Issues in the Undergraduate Mathematics Preparation of School Teachers, v1 Jan 2011

The current study investigated the effects of an undergraduate mathematics content course for pre-service elementary teachers. The participants' content knowledge was quantitatively measured using an instrument comprised of items from the Mathematical Knowledge for Teaching Measures (Hill, Schilling, & Ball, 2004). Using a one-group pretest-posttest design, matched pairs t-tests showed significant gains (p = 0.000) in both common and specialized content knowledge and in two areas of prerequisite algebra concepts (numbers and equations/functions). Results provide evidence of pre-service teachers developing mathematical understanding beyond common content knowledge within collegiate course settings. (Contains 1 table.)

Descriptors: Mathematics Education, Prerequisites, Knowledge Base for Teaching, Algebra, Mathematical Concepts, Undergraduate Study, Preservice Teacher Education, Pedagogical Content Knowledge, Measures (Individuals), Numbers, Equations (Mathematics), Evaluation Methods

Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept[at]ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml





Autor: Welder, Rachael M.; Simonsen, Linda M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3904&id=EJ962623



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