How Education Affects Mathematics Teachers' Knowledge: Unpacking Selected Aspects of Teacher Knowledge

Mika Koponen; Mervi A Asikainen; Antti Viholainen; Pekka E Hirvonen

doi:10.12973/eurasia.2017.01209a

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Mika Koponen ¹ ^* , Mervi A Asikainen ¹, Antti Viholainen ¹, Pekka E Hirvonen ¹

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¹ University of Eastern Finland^* Corresponding Author

Abstract

Background:
It is no surprise that all mathematics teacher education programs attempt to increase future teachers’ knowledge, since teachers’ knowledge has an effect not only on their teaching but also on their students’ achievements. However, measuring the relationship between teachers’ knowledge and their education is overly demanding.

Material and methods:
In this study we unpacked a selection of aspects of Mathematical Knowledge for Teaching (MKT) and created a 72-item survey that would measure teacher educators’ and graduated teachers’ perceptions of what graduated teachers have learned well or less well during teacher education. The data were collected under the auspices of the University of Eastern Finland.

Results:
According to the results, Subject matter knowledge and Pedagogical content knowledge receive similar emphases in the teacher education program, but certain fields of teacher knowledge, such as Common content knowledge, receive a greater emphasis than others.

Conclusions:
The approach described here provides a simple way of investigating this demanding phenomenon, and hence the limitations and the possibilities of the study will be discussed in detail.

Keywords

mathematical knowledge for teaching
MKT
teacher education
evaluation

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 6, 1943-1980

https://doi.org/10.12973/eurasia.2017.01209a

Publication date: 15 Jun 2017

Article Views: 2121

Article Downloads: 1656

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How to cite this article

APA

Koponen, M., Asikainen, M. A., Viholainen, A., & Hirvonen, P. E. (2017). How Education Affects Mathematics Teachers' Knowledge: Unpacking Selected Aspects of Teacher Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1943-1980. https://doi.org/10.12973/eurasia.2017.01209a

Vancouver

Koponen M, Asikainen MA, Viholainen A, Hirvonen PE. How Education Affects Mathematics Teachers' Knowledge: Unpacking Selected Aspects of Teacher Knowledge. EURASIA J Math Sci Tech Ed. 2017;13(6):1943-80. https://doi.org/10.12973/eurasia.2017.01209a

AMA

Koponen M, Asikainen MA, Viholainen A, Hirvonen PE. How Education Affects Mathematics Teachers' Knowledge: Unpacking Selected Aspects of Teacher Knowledge. EURASIA J Math Sci Tech Ed. 2017;13(6), 1943-1980. https://doi.org/10.12973/eurasia.2017.01209a

Chicago

Koponen, Mika, Mervi A Asikainen, Antti Viholainen, and Pekka E Hirvonen. "How Education Affects Mathematics Teachers' Knowledge: Unpacking Selected Aspects of Teacher Knowledge". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 6 (2017): 1943-1980. https://doi.org/10.12973/eurasia.2017.01209a

Harvard

Koponen, M., Asikainen, M. A., Viholainen, A., and Hirvonen, P. E. (2017). How Education Affects Mathematics Teachers' Knowledge: Unpacking Selected Aspects of Teacher Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), pp. 1943-1980. https://doi.org/10.12973/eurasia.2017.01209a

MLA

Koponen, Mika et al. "How Education Affects Mathematics Teachers' Knowledge: Unpacking Selected Aspects of Teacher Knowledge". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 6, 2017, pp. 1943-1980. https://doi.org/10.12973/eurasia.2017.01209a