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Teacher Education Quarterly, v30 n4 p39-50 Fall 2003

Recently, the Department of Teacher Education and the Liberal Studies Program in the School of Education at California State University, Dominguez Hills (CSUDH) collaborated in developing a Blended Liberal Studies/Teacher Education Program (BLTEP) for upper division transfer students interested in completing an elementary credential. The BLTEP curriculum blends the regular Liberal Studies Program with the elementary credential program. Students take both subject matter and pedagogy courses concurrently, as well as a set of blended content and pedagogy courses in science, social science, and mathematics. This article details the curriculum development process of the blended mathematics course, "LBS 360 Math Content and Methods." The content in this course combines the study of real numbers and problem solving with pedagogy for teaching math content to elementary-aged students. The blending of content and pedagogy is described, along with a discussion of specific issues related to blending of disciplinary and professional studies in a teacher preparation program. The idea for the blended math course came about as a result of a collaborative effort of a professor in the Mathematics Department at CSUDH, a professor in the Teacher Education Multiple Subject Credential program, and the coordinator of the BLTEP. The motivation for blending the mathematics content and methods courses came from the instructors' belief that learning mathematics content while at the same time learning how to teach it would deepen prospective teachers' understanding of content and alert prospective teachers to those aspects of mathematics that may be confusing to the elementary students they will eventually teach.

Descriptors: Curriculum Development, Mathematics Instruction, Teaching Methods, Methods Courses, Holistic Approach, Teacher Education Programs, Preservice Teacher Education, Credentials, Pedagogical Content Knowledge, Elementary School Mathematics

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Autor: Morales, Romelia V.; Anderson, Hal; McGowan, John

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4988&id=EJ852371







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