administered the MKT measures developed by the Learning Mathematics for Teaching .... In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp.
EXAMINING CONNECTIONS BETWEEN MATHEMATICAL KNOWLEDGE FOR TEACHING AND CONCEPTIONS ABOUT MATHEMATICS TEACHING AND LEARNING Cindy Jong
Rachael M. Welder
This study explores connections between preservice elementary teachers’ mathematical knowledge for teaching (MKT) and their conceptions about the teaching and learning of mathematics. Researchers administered the MKT measures developed by the Learning Mathematics for Teaching Project and used the Mathematics Experiences and Conceptions Surveys (MECS) to measure attitudes, beliefs, and dispositions. Preliminary findings from data collected at two universities show significant gains in MKT and attitudes about teaching mathematics over the duration of an elementary mathematics methods course. Regression models indicate that factors within the course did not account for a significant portion of the growth in MKT. However, changes in MKT, along with course and fieldwork factors, helped explain a significant portion of the preservice teachers’ changes in attitudes.
Purpose of the Study
Perspectives
unpacked more
different
conceptions
Methods Participants and Context
Data Analysis
Results F
p F
p
p
F F
MKT_post R
R
F
attitudes_change F
MKT_pre
p
MKT_change MM_mat, p
Conclusion
field_exp
p
field_exp
References Teaching as the learning profession: Handbook of policy and practice Handbook of research on teaching Journal of Teacher Education, 59 Educational Studies in Mathematics, 38 Cognition and Instruction, 26 The Elementary School Journal, 105 Review of Educational Research, 78 Second handbook of research on mathematics teaching and learning
Journal for Research in Mathematics Education, 38 Journal of Educational Psychology, 94
Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Journal of Mathematics Teacher Education, 11
