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Abstract
Background:
Previous research points to two different frameworks: Knowledge Quartet provided the field to assess the (prospective) teachers’ mathematical knowledge in teaching. Teacher perspectives framework contributed to the field to examine (prospective) teachers’ pedagogical principles underlying their mathematical knowledge in teaching. The field mostly focuses on what (prospective) mathematics teachers know and/or lack. Thus, there is need to investigate both what they know and why they know in terms of their mathematical knowledge in teaching.
Materials and methods:
Classroom teaching experiments (Cobb, 2000) was conducted for a total of eleven weeks during both a methods and the seminar part of a practice-teaching course. Data shown in this study included prospective teachers’ lesson plans, practice-teachings and self-reflection papers. All the lessons within the methods and practice teaching courses as well as the prospective teachers’ practice-teachings were videotaped and then transcribed. Prospective teachers wrote reflection papers after watching their videotaped lessons.
Results:
Results showed that prospective teachers holding a progressive incorporation perspective (PIP) had demonstrated all the codes in the Knowledge Quartet Framework during their practice-teaching.
Conclusions:
There is need to investigate coherency between other teacher perspectives and what they reveal in teaching in terms of their mathematical knowledge.
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, 2016, Volume 12, Issue 1, 3-24
https://doi.org/10.12973/eurasia.2015.1378a
Publication date: 25 Aug 2015
Article Views: 2173
Article Downloads: 1132
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