The impact of pre service teachers' Mathematical knowledge for teaching on the Mathematical quality of instruction (IR)
This study was aimed to investigate the impact of pre service teachers' (PSTs') Mathematical Knowledge for Teaching (MKT) on the Mathematical Quality of their Instruction (MQI). A case study involving three pre service teachers (PSTs) was carried out to detail the MQI and the domains of MK...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | thesis |
| 语言: | eng |
| 出版: |
2017
|
| 主题: | |
| 在线阅读: | https://ir.upsi.edu.my/detailsg.php?det=4685 |
| 标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
| 总结: | This study was aimed to investigate the impact of pre service teachers' (PSTs') Mathematical Knowledge for Teaching (MKT) on the Mathematical Quality of their Instruction (MQI). A case study involving three pre service teachers (PSTs) was carried out to detail the MQI and the domains of MKT they hold. The context of the study was the final practicum placement for three participants in the fourth year of their degree program (Bachelor of Teaching- Primary Mathematics). The study employed observational approach using video-recording of classroom teaching and interviews as its primary method. Observational notes, participants' lesson plans and reflective writing were used to compliment the video data. Two protocols, the Pre service Teachers' MKT protocol (PTMKT) and Pre service Teachers' MQI protocol (PTMQI) were developed to code and analyze the data. The MQI were coded and analyzed using the PTMQI protocol. Similarly, participants' MKT was determined through the analysis of interview transcripts, lesson plans and reflections of the lessons using the PTMKT protocol. Findings of the study not only supported claims that MKT held by PSTs impacts the MQI but also revealed that the reverse also occurs in instruction. In reviewing the domains of MKT held by PSTs, the domain that appeared more often than the rest was knowledge of content and teaching. The findings also showed that there are a number of important factors or influences that mediate the relationship between MKT and MQI either by enabling or hindering the enactment of MKT in instruction. These factors include the PSTs' personal beliefs and assumptions, the mentoring teacher's expectations and beliefs of mathematics teaching, past practicum experiences, reflective practices and self-correction, ability to utilize curriculum materials effectively and classroom management. This study offers theoretical and methodological contributions to the study of MKT and MQI. The implication of this study is the development of MKT enhanced the MQI and influenced the mentoring and evaluation of practicum among PSTs. |
|---|