Developing Elementary Teachers’ Knowledge about Functions and Rate of Change through Modeling

Eric Weber, Michael A. Tallman, James Middleton

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The purpose of this article is to describe the development of elementary school teachers’ mathematical knowledge for teaching as they participated in a Modeling Instruction environment that placed heavy emphasis on improving their subject-matter knowledge as a basis for affecting the development of their pedagogical content knowledge. We investigate the development of the teachers’ content knowledge and pedagogical content knowledge by considering the results of our iterative revisions with supporting documentation of the insights we made as we refined the course to explore teachers’ knowledge. We conclude that Modeling Instruction helped the teachers conceive of mathematics as a tool to explain scientific phenomena and provided the teachers with opportunities to reflect upon the process of learning mathematics, which were both foundational to the development of their subject matter knowledge and their pedagogical content knowledge.

Original languageEnglish (US)
Pages (from-to)1-33
Number of pages33
JournalMathematical Thinking and Learning
Volume17
Issue number1
DOIs
StatePublished - Jan 2 2015

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Teacher Knowledge
Mathematics
Rate of change
teacher
Modeling
Documentation
Teaching
Learning
mathematics
instruction
elementary school teacher
documentation
Knowledge
learning
Knowledge of Results (Psychology)
School Teachers

ASJC Scopus subject areas

  • Mathematics(all)
  • Developmental and Educational Psychology
  • Education

Cite this

Developing Elementary Teachers’ Knowledge about Functions and Rate of Change through Modeling. / Weber, Eric; Tallman, Michael A.; Middleton, James.

In: Mathematical Thinking and Learning, Vol. 17, No. 1, 02.01.2015, p. 1-33.

Research output: Contribution to journalArticle

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