Relationships Between Preservice Teachers' Mathematics Knowledge for Teaching in a Methods Course, Microteaching, and Teaching

• In Event: Supporting Preservice Science and Mathematics Teacher Learning

Abstract

Quality of mathematics content knowledge for teaching presumably shape the quality of teachers’ mathematics teaching and thus, students’ learning. Drawing on pre-post assessments and microteaching video data from a methods course, and video data from actual teaching, this study examined this assumption. It found that the methods course interventions strongly influenced participants’ mathematics knowledge for teaching whole numbers and operations. It also found that while connections between some domains of such knowledge existed in microteaching, none existed within methods course and teaching context. Furthermore, moderate negative relationships were found between common content knowledge domain shown in microteaching and the specialized content knowledge domain in actual teaching.

Authors

• Jian Wang, Texas Tech University

• Raymond Flores, Texas Tech University