Exploring the Mathematical Knowledge Needed for Teaching Teachers

Datos Bibliográficos

ID5032811
AutoresAlison Castro Superfine (0000-0001-7497-317X, University of Illinois Chicago), Wenjuan Li (0009-0005-8115-2771, University of Illinois Chicago)
Año2014
Volumen65
Número4
Páginas303-314
Fecha de publicación2014-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487114534265
OpenAlexW2136625569
IdiomaEN
Citas recibidas6
Referencias citadas16

The purpose of this study is to explore the knowledge demands of teacher educators as they teach disciplinary content to preservice elementary teachers, specifically in mathematics, and to understand how such knowledge is different from that used by K-12 teachers. Drawing from a database including teaching and learning artifacts from five iterations of a content course for preservice teachers, the authors illustrate different forms of knowledge observed across different mathematics teacher educators' practice and discuss how the observed knowledge forms are different from knowledge used by K-12 teachers in their practice. Finally, the authors discuss how the process used in this study can identify potential components of a knowledge base for teacher education

Discipline · Elementary mathematics · Knowledge base · Knowledge level · Mathematics education · Pedagogy · Process (computing) · Sociology · Teacher education · Teacher Preparation · Teaching method · Cognitive and developmental aspects of mathematical skills · Computer Science · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies