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...

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Main Author:	Lena Vimalanandan
Format:	thesis
Language:	eng
Published:	2017
Subjects:	QA Mathematics
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=4685
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spelling	oai:ir.upsi.edu.my:46852020-02-27 The impact of pre service teachers' Mathematical knowledge for teaching on the Mathematical quality of instruction (IR) 2017 Lena Vimalanandan QA Mathematics 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. 2017 thesis https://ir.upsi.edu.my/detailsg.php?det=4685 https://ir.upsi.edu.my/detailsg.php?det=4685 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik N/A
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	QA Mathematics
spellingShingle	QA Mathematics Lena Vimalanandan The impact of pre service teachers' Mathematical knowledge for teaching on the Mathematical quality of instruction (IR)
description	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.
format	thesis
qualification_name
qualification_level	Doctorate
author	Lena Vimalanandan
author_facet	Lena Vimalanandan
author_sort	Lena Vimalanandan
title	The impact of pre service teachers' Mathematical knowledge for teaching on the Mathematical quality of instruction (IR)
title_short	The impact of pre service teachers' Mathematical knowledge for teaching on the Mathematical quality of instruction (IR)
title_full	The impact of pre service teachers' Mathematical knowledge for teaching on the Mathematical quality of instruction (IR)
title_fullStr	The impact of pre service teachers' Mathematical knowledge for teaching on the Mathematical quality of instruction (IR)
title_full_unstemmed	The impact of pre service teachers' Mathematical knowledge for teaching on the Mathematical quality of instruction (IR)
title_sort	impact of pre service teachers' mathematical knowledge for teaching on the mathematical quality of instruction (ir)
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Sains dan Matematik
publishDate	2017
url	https://ir.upsi.edu.my/detailsg.php?det=4685
_version_	1747833132520833024

The impact of pre service teachers' Mathematical knowledge for teaching on the Mathematical quality of instruction (IR)

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