Latino and White Preservice Teachers' Specialized Mathematics Knowledge When Micro-Teaching and Teaching Whole Numbers

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Supporting Educators' Implementation of STEM (Table 14)

Abstract

The quality of teachers’ specialized mathematics knowledge presumably affects the quality of their mathematics microteaching, while their ethnic backgrounds shape their learning to teach. This study analyzed the data of preservice teachers’ pre-post assessments on specialized mathematics knowledge for teaching and teamed microteaching from a methods course module related to whole numbers. It found that preservice teachers with different ethnic backgrounds did not differ in their specialized content knowledge development, use of representations in teamed microteaching, and the relationship between the two.

Authors

• Jian Wang, Texas Tech University
  Presenting Author

• Raymond Flores, Texas Tech University
  Non-Presenting Author

• Minju Yi, Texas Tech University
  Presenting Author

• Hyunjin Shim, Texas Tech University
  Presenting Author

• Taylor Darwin, Texas Tech University
  Presenting Author

• Jasmine Torain, Texas Tech University
  Presenting Author