Relationship Between Mathematics Knowledge for Teaching and Teaching Practices: A Video Analysis of Elementary Preservice Teachers

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-11 - Teacher Engagement, Practices, and Knowledge in Mathematics and Science

Abstract

Quality mathematics knowledge for teaching presumably shapes the quality of teachers’ mathematics teaching. However, whether and to what extent this assumption has not been sufficiently examined and sustained empirically, especially at the elementary preservice level. This study examines this relationship drawing on elementary preservice teachers’ video presentations of fractions knowledge for teaching developed in their methods course and their videotaped fractions lessons from their practicum aligned with the course. It found that participants who demonstrated quality fractions knowledge for teaching were able to develop the more challenging and interactive fractions lessons and vice versus. Consequently, it is important for the programs to reform their mathematics related program courses and field experiences to develop preservice teachers’ mathematics knowledge for teaching.

Authors

• Raymond Flores, Texas Tech University

• Jian Wang, Texas Tech University

• Pablo Domínguez, Texas Tech University

• Rebecca Ortiz, Texas Tech University

• SunYoung Han, Sungkyunkwan University

• Meranda Sierra, Texas Tech University

• Kimberly Matthews, Texas Tech University