The significance of mathematical knowledge in teaching elementary methods courses

Perspectives of mathematics teacher educators

Rina Zazkis, Dov Zazkis

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Our study investigates perspectives of mathematics teacher educators related to the usage of their mathematical knowledge in teaching "Methods of Teaching Elementary Mathematics" courses. Five mathematics teacher educators, all with experience in teaching methods courses for prospective elementary school teachers, participated in this study. In a clinical interview setting, the participants described where and how, in their teaching of elementary methods courses, they had an opportunity to use their advanced mathematical knowledge and provided examples of such opportunities or situations. We outline five apparently different viewpoints and then turn to the similar concerns that were expressed by the participants. In conclusion, we connect the individual perspectives by situating them in the context of unifying themes, both theoretical and practical.

Original languageEnglish (US)
Pages (from-to)247-263
Number of pages17
JournalEducational Studies in Mathematics
Volume76
Issue number3
DOIs
StatePublished - Apr 2011
Externally publishedYes

Fingerprint

mathematics
educator
teaching method
Teaching
teacher
elementary school teacher
method of teaching
interview
Knowledge
experience
Context
Experience

Keywords

  • Elementary methods course
  • Mathematics teacher educator
  • Teacher education
  • Teachers' knowledge

ASJC Scopus subject areas

  • Mathematics(all)
  • Social Sciences(all)

Cite this

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