id: 06466597
dt: j
an: 2015e.00131
au: Meaney, Tamsin; Lange, Troels
ti: Knowing mathematics to be a teacher.
so: Math. Teach. Educ. Dev. 14, No. 2, 50-69 (2012).
py: 2012
pu: Mathematics Education Research Group of Australasia (MERGA), Wahroonga, NSW
la: EN
cc: C29 D79 D69 D39
ut: knowledge level; knowledge base for teaching; pedagogical content
knowledge; mathematical knowledge; preservice teachers; mathematics
skills; student teacher attitudes; mathematical difficulties;
professional identities; teachersâ€™ lack of knowledge; primary school
teachers
ci:
li: http://www.merga.net.au/ojs/index.php/mted/article/view/153
ab: Summary: The limited mathematical knowledge of preservice primary teachers
is an international concern. The areas of mathematical difficulties
have been well documented, which has led to many universities
instituting testing regimes to ensure that preservice teachers have
appropriate knowledge of primary school mathematics. In our study, the
preservice teachers identify some benefits for being tested, but these
were often related to having sufficient knowledge so that they did not
lose face in front of students. We suggest that this emphasis on
performance could exacerbate preservice teachersâ€™ reliance on
procedural rather than conceptual understanding. Thus, there needs to
be consideration of the type of testing that is instituted so that it
connects to preservice teachersâ€™ professional identities as teachers.
rv: