Characteristics of Elementary Preservice Teachers' Knowledge of Fractions for Teaching: A Video Analysis

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-1 - Grooming Preservice Teachers in Noticing Mathematical Thinking and Reasoning

Abstract

Development of mathematics knowledge for teaching is central for elementary preservice teachers to teach effectively. Identification and analysis of their knowledge developed in the innovative method course is rare and challenging. This study examines the characteristics of such knowledge drawing on preservice teachers’ video presentations of fractions for teaching after their systematic study about the concept. It found that participants were weak in mathematics content knowledge related to fractions while strong in its pedagogical part despite their substantive exposure to various influences on the content in the course. Thus, it suggests the limited impacts of one course transformation on their mathematics knowledge for teaching and that a coordinated reform on the relevant program components, although difficult, are necessary.

Authors

• Jian Wang, Texas Tech University

• Raymond Flores, Texas Tech University

• Rebecca Ortiz, Texas Tech University

• Pablo Domínguez, Texas Tech University

• SunYoung Han, Sungkyunkwan University

• Meranda Sierra, Texas Tech University

• Kimberly Matthews, Texas Tech University

• Pham Nhung, Texas Tech University