Relationship Between Preservice Teachers' Use of Representations and Their Common and Specialized Mathematics Knowledge in Integer Teaching

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Culturally Relevant Teaching (Table 6)

Abstract

This study investigated the quality of representations and models that preservice teachers developed when teaching integer operations through video-based microteaching and its relationship to their common and specialized content knowledge. Data analysis from 19 microteaching lessons showed that their performance was better on the tasks relevant to realistic and verbal representations than concrete and pictorial representations demonstrated with the set and linear models. Preservice teachers preferred the linear model over the set model however, the quality of representation was overall lower for the linear model. Additionally, we found no significant association between preservice teachers’ specialized content knowledge and the quality of their representations and models, challenging the assumption that appropriate specialized content knowledge supports teachers’ effective use of representations.

Authors

• Minju Yi, Texas Tech University
  Presenting Author

• Raymond Flores, Texas Tech University
  Non-Presenting Author

• Jian Wang, 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