
06185988
j
2013d.00101
Norton, Stephen
Prior study of mathematics as a predictor of preservice teachers' success on tests of mathematics and pedagogical content knowledge.
Math. Teach. Educ. Dev. 14, No. 1, 226 (2012).
2012
Mathematics Education Research Group of Australasia (MERGA), Wahroonga, NSW
EN
B50
D69
C49
teacher competencies
preservice teacher education
mathematics curriculum
pedagogical content knowledge
mathematics teachers
predictor variables
knowledge level
high schools
secondary school mathematics
college mathematics
elementary school teachers
success
graduate students
subject matter knowledge
http://www.merga.net.au/publications/counter.php?pub=pub_mted&id=141
Summary: There remains a lack of empirical evidence about the relationship between the level of mathematics studied at high school and within tertiary degrees and primary school preservice teachers' success in curriculum subjects. Further, there is little evidence to inform the structure and delivery of mathematics teacher preparation. In this study, the content and pedagogical knowledge of preservice primary teachers were examined, as was their view of the effectiveness of a unit of study based on mathematics content and pedagogy. The cohort comprised 122 graduate diploma primary teacher preparation students; the unit's assessment required them to know the mathematics they were expected to teach as well as describe how to teach it. It was found that the level of high school mathematics undertaken was highly correlated with success in the teacher education unit designed to prepare prospective teachers to teach primary (elementary) mathematics. The findings have implications for enrolment in preservice primary teacher preparation courses as well as for the structure of mathematics curriculum units.