id: 06649310
dt: a
an: 2016f.00543
au: Nolan, Brien; Dempsey, Majella; Lovatt, James; O’Shea, Ann
ti: Developing mathematical knowledge for teaching (MKT) for pre-service
teachers: a study of students’ developing thinking in relation to the
teaching of mathematics.
so: Adams, G. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day
conference, St. Patrick’s College, Dublin, Ireland, February 28,
2015. London: British Society for Research into Learning Mathematics
(BSRLM). 54-59 (2015).
py: 2015
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: D39
ut: preservice teacher education; mathematical knowledge for teaching;
pedagogical content knowledge; subject content knowledge; educational
research; assessment; teacher characteristics; teacher role; secondary
teachers
ci:
li: http://www.bsrlm.org.uk/IPs/ip35-1/BSRLM-IP-35-1-10.pdf
ab: Summary: The concept of Mathematical Knowledge for Teaching (MKT) was
introduced by {\it D. L. Ball} et al. [“Content knowledge for
teaching: what makes it special?", J. Teach. Educ. 59, No. 5, 389‒407
(2008)], building on Shulman’s notion of Pedagogical Content
Knowledge. MKT is ‘the mathematical knowledge needed to carry out the
work of teaching mathematics’. In this project, a team of researchers
at two Irish universities studied the development of MKT in two groups
of pre-service teachers. The project aimed to help students develop
their own MKT, and to develop a richer conception of the role of
mathematics content knowledge in teaching, through a series of
workshops designed and delivered by the authors. The students’
awareness and level of MKT was investigated using pre-and
post-intervention questionnaires. We describe the intervention and
present the findings from the analysis of the data collected. In
particular, we describe how the group’s view of the mathematical work
of a teacher changed over the course of the project.
rv: