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 language | English (US) |
|---|---|
| Pages (from-to) | 247-263 |
| Number of pages | 17 |
| Journal | Educational Studies in Mathematics |
| Volume | 76 |
| Issue number | 3 |
| DOIs | |
| State | Published - Apr 2011 |
| Externally published | Yes |
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Keywords
- Elementary methods course
- Mathematics teacher educator
- Teacher education
- Teachers' knowledge
ASJC Scopus subject areas
- Mathematics(all)
- Social Sciences(all)
Cite this
The significance of mathematical knowledge in teaching elementary methods courses : Perspectives of mathematics teacher educators. / Zazkis, Rina; Zazkis, Dov.
In: Educational Studies in Mathematics , Vol. 76, No. 3, 04.2011, p. 247-263.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The significance of mathematical knowledge in teaching elementary methods courses
T2 - Perspectives of mathematics teacher educators
AU - Zazkis, Rina
AU - Zazkis, Dov
PY - 2011/4
Y1 - 2011/4
N2 - 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.
AB - 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.
KW - Elementary methods course
KW - Mathematics teacher educator
KW - Teacher education
KW - Teachers' knowledge
UR - http://www.scopus.com/inward/record.url?scp=79952625744&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79952625744&partnerID=8YFLogxK
U2 - 10.1007/s10649-010-9268-z
DO - 10.1007/s10649-010-9268-z
M3 - Article
VL - 76
SP - 247
EP - 263
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
SN - 0013-1954
IS - 3
ER -