東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Preservice teachers' mathematical kn...

Charalambous, Charalambos Y.

FindBook

Google Book

Amazon

博客來

Preservice teachers' mathematical knowledge for teaching and their performance in selected teaching practices: Exploring a complex relationship.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Preservice teachers' mathematical knowledge for teaching and their performance in selected teaching practices: Exploring a complex relationship./
作者:	Charalambous, Charalambos Y.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
面頁冊數:	1041 p.
附註:	Source: Dissertations Abstracts International, Volume: 71-02, Section: A.
Contained By:	Dissertations Abstracts International71-02A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3343027
ISBN:	9780549980759

Preservice teachers' mathematical knowledge for teaching and their performance in selected teaching practices: Exploring a complex relationship.
Charalambous, Charalambos Y.

Preservice teachers' mathematical knowledge for teaching and their performance in selected teaching practices: Exploring a complex relationship. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 1041 p.

Source: Dissertations Abstracts International, Volume: 71-02, Section: A.

Thesis (Ph.D.)--University of Michigan, 2008.

This study examined the relation between teacher knowledge and teaching performance. In particular, it explored the association between preservice teachers' (PSTs) Mathematical Knowledge for Teaching (MKT) and their performance in five teaching practices considered conducive to establishing mathematically rich and intellectually challenging learning environments. Specifically, the study: (1) determined if there is an association between PSTs' MKT and their teaching performance, (2) explored the extent to which this association is mediated by factors such as PSTs' beliefs and background characteristics, and (3) uncovered ways that MKT manifests itself in PSTs' teaching performance. The association of interest was examined for 20 PSTs with respect to one time point (i.e., static perspective) - the beginning of their teacher education program - and with respect to changes between two time points (i.e., dynamic perspective) - before and after an intervention consisting of a two-term mathematics content/methods sequence. A two-phase, mixed-methods approach was utilized to analyze the data collected through a multiple-choice test (to measure PSTs' MKT), an interview structured around a teaching simulation (to tap PSTs' teaching performance), and a survey (to gauge PSTs' beliefs and background characteristics). In the first phase, non parametric statistics were employed to explore the strength, direction, and robustness of the association of interest. In the second phase, seven PSTs' cases were scrutinized to develop more nuanced characterizations of the association. The quantitative analysis showed a strong association between the PSTs' MKT and their performance in the teaching practices under investigation. From a static perspective this association was mediated by the PSTs' GRE-quantitative scores, but this factor did not mediate the gains in the PSTs' MKT and teaching performance. The qualitative analysis pointed to two factors - the PSTs' beliefs and their images of teaching - that appeared to inform the PSTs' teaching performance, apart from their knowledge. The cross-case analysis also suggested that the PSTs' knowledge can scaffold their activity in structuring the learning environments considered in the study by helping them maintain an emphasis on the meaning underlying the mathematical procedures at hand. The theoretical, methodological, and practical implications of the study findings are discussed.

ISBN: 9780549980759Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Mathematics knowledge for teaching

Preservice teachers' mathematical knowledge for teaching and their performance in selected teaching practices: Exploring a complex relationship.
LDR:03776nmm a2200397 4500 001 2400013
005 20240916070042.5
006 m o d
007 cr#unu||||||||
008 251215s2008 ||||||||||||||||| ||eng d
020 $a 9780549980759
035 $a (MiAaPQ)AAI3343027
035 $a AAI3343027
040 $a MiAaPQ $c MiAaPQ
100 1 $a Charalambous, Charalambos Y. $3 3631345
245 1 0 $a Preservice teachers' mathematical knowledge for teaching and their performance in selected teaching practices: Exploring a complex relationship.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2008
300 $a 1041 p.
500 $a Source: Dissertations Abstracts International, Volume: 71-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Silver, Edward A.
502 $a Thesis (Ph.D.)--University of Michigan, 2008.
520 $a This study examined the relation between teacher knowledge and teaching performance. In particular, it explored the association between preservice teachers' (PSTs) Mathematical Knowledge for Teaching (MKT) and their performance in five teaching practices considered conducive to establishing mathematically rich and intellectually challenging learning environments. Specifically, the study: (1) determined if there is an association between PSTs' MKT and their teaching performance, (2) explored the extent to which this association is mediated by factors such as PSTs' beliefs and background characteristics, and (3) uncovered ways that MKT manifests itself in PSTs' teaching performance. The association of interest was examined for 20 PSTs with respect to one time point (i.e., static perspective) - the beginning of their teacher education program - and with respect to changes between two time points (i.e., dynamic perspective) - before and after an intervention consisting of a two-term mathematics content/methods sequence. A two-phase, mixed-methods approach was utilized to analyze the data collected through a multiple-choice test (to measure PSTs' MKT), an interview structured around a teaching simulation (to tap PSTs' teaching performance), and a survey (to gauge PSTs' beliefs and background characteristics). In the first phase, non parametric statistics were employed to explore the strength, direction, and robustness of the association of interest. In the second phase, seven PSTs' cases were scrutinized to develop more nuanced characterizations of the association. The quantitative analysis showed a strong association between the PSTs' MKT and their performance in the teaching practices under investigation. From a static perspective this association was mediated by the PSTs' GRE-quantitative scores, but this factor did not mediate the gains in the PSTs' MKT and teaching performance. The qualitative analysis pointed to two factors - the PSTs' beliefs and their images of teaching - that appeared to inform the PSTs' teaching performance, apart from their knowledge. The cross-case analysis also suggested that the PSTs' knowledge can scaffold their activity in structuring the learning environments considered in the study by helping them maintain an emphasis on the meaning underlying the mathematical procedures at hand. The theoretical, methodological, and practical implications of the study findings are discussed.
590 $a School code: 0127.
650 4 $a Mathematics education. $3 641129
650 4 $a Teacher education. $3 3172312
650 4 $a Teaching. $3 517098
650 4 $a Mathematics teachers. $3 1027582
650 4 $a Learning. $3 516521
653 $a Mathematics knowledge for teaching
653 $a Mathematics task framework
653 $a Mixed methods approach
653 $a Preservice teachers
653 $a Teacher knowledge
653 $a Teaching practice
690 $a 0280
690 $a 0530
710 2 $a University of Michigan. $3 777416
773 0 $t Dissertations Abstracts International $g 71-02A.
790 $a 0127
791 $a Ph.D.
792 $a 2008
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3343027