Insights From a Mixed-Methods Approach for Measuring Elementary Preservice Teachers' Pedagogical Content Knowledge for Mathematics

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Measurement, Micro-Teaching, and Mathematics Education

Abstract

Pre-service teacher education programs have been working to improve teachers pedagogical content knowledge (PCK), especially for mathematics. In order to facilitate PCK for mathematics for pre-service teachers (PSTs), one must be able to understand what knowledge the PSTs possess. We propose a mixed-methods research design to provide insights into the PCK that PSTs have for mathematics. The well validated and widely used quantitative method juxtaposes the PSTs knowledge to that of in-service teachers, while the qualitative method uncovers more detailed nuances that the PSTs have relating to PCK for mathematics. The findings suggest PSTs have both content and pedagogical knowledge for mathematics.

Authors

• Kevin Greenberg, University of Utah

• Rachel Francom, University of Utah

• Kelly MacArthur, University of Utah

• Lauren Barth-Cohen, University of Utah

• José Francisco Gutiérrez, University of Utah

• Tracy Dobie, University of Utah