id: 06683680
dt: j
an:
au: Lowrie, Tom; Jorgensen, Robyn
ti: Pre-service teachersâ€™ mathematics content knowledge: implications for how
mathematics is taught in higher education.
so: Teach. Math. Appl. 35, No. 4, 202-215 (2016).
py: 2016
pu: Oxford University Press, Oxford; Institute of Mathematics and its
Applications (IMA), Southend-on-sea, Essex
la: EN
cc: C49 D39 C39
ut:
ci:
li: doi:10.1093/teamat/hrv008
ab: Summary: This investigation explored pre-service teachersâ€™ mathematics
content knowledge (MCK) and beliefs associated with mathematics
education practices. An Exploratory Factor Analysis, conducted on a
beliefs and attitudes questionnaire, produced three common attitude
factors associated with (1) inquiry-based teaching; (2) how mathematics
knowledge is acquired; and (3) the applicability of mathematics. These
factors were used in subsequent multivariate analyses to determine
whether teachersâ€™ mathematics competence influenced their personal
mathematics viewpoints and perspectives. There was no difference
between those students who had studied advanced and standard
mathematics at school on the three belief and attitude measures,
despite distinct differences in their MCK.
rv: