The Relationship Between Preservice Teachers' Mathematics Knowledge, Micro-Teaching, and Teaching Using Representations: Literature Review

• In Event: Fairmont Roundtable Session Sixteen
  In Roundtable Session: Preservice Teachers' Education: Content and Pedagogical Practice (Table 5)

Abstract

The quality of mathematics microteaching deepens teachers’ understanding of mathematics content, pedagogy, learning, and teaching. It also improves the quality of their teaching practices. Over the years, studies have been developed to examine these assumptions, which motivates this review to verify these assumptions by drawing on the relevant empirical literature in the field. It found that preservice teachers’ mathematics knowledge for teaching and their microteaching are reciprocally related. While their earlier teaching races could positively impact their development of mathematics knowledge, their knowledge development had limited influence on their teaching practices. Finally, their microteaching could positively influence their efficacy beliefs of teaching but not consistently on their self-reported teaching skills and teaching practice as observed.

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

• Jasmine Torain, Texas Tech University
  Presenting Author

• Taylor Darwin, Texas Tech University
  Presenting Author