Examining Elementary Preservice Teachers' Mathematics Knowledge for Teaching Using Video Surveys

• In Event: Teachers' and Learners' Use of Video to Increase Teaching and Learning

Abstract

Teachers’ mathematics knowledge for teaching presumably shape the quality of teachers’ mathematics teaching. This study describes the efforts and results of mathematics teacher educators at a large research university in southwestern US who engaged in the process of iteratively redesigning and implementing video surveys in an elementary mathematics methods course. Drawing on the video surveys of N=354 elementary preservice teachers across four content strands (i.e., Numbers and Operations with Whole Numbers, Numbers and Operations with Fractions, Algebra, and Geometry and Measurement) this study found significant differences in their mathematics knowledge for teaching across strands and across six mathematics knowledge for teaching components. Results provide support for the use of video surveys for measuring mathematics knowledge for teaching.

Authors

• Raymond Flores, Texas Tech University

• Jian Wang, Texas Tech University

• Rebecca Ortiz, Texas Tech University

• Minju Yi, Texas Tech University

• Yuanhua Wang, Texas Tech University

• Xiaofang Zeng, Texas Tech University

• Guoxiang Wang, Texas Tech University

• Shuang Zhang, Texas Tech University

• Jory Neff, Texas Tech University