Synopsis
The two research questions that frame the research in this book are (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience? and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching? Six female elementary (K-8) teacher candidates were the participants in this research. The six teacher candidates all completed their field experiences in the same K-8 school, St. Joseph, in Lockport, Illinois. Three of the teacher candidates had elementary placements (grades K, 1, and 4) and three of the teacher candidates had middle school placements (5, 6, and 7). Each of the teacher candidates completed pre-test and post-test DTAMS assessments. All candidates taught three consecutive mathematics lessons. After each lesson was taught, a debriefing interview was conducted. Each teacher candidate submitted a Math Teaching Portfolio. Results illustrated the growth of mathematical knowledge for teaching that occurred for each participant. Implications for the field of mathematics education, future research, and teacher preparation programs are also discussed.
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Developing Mathematical Knowledge for Teaching
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LAP Lambert Academic Publishing Jul 2015, 2015
ISBN 10: 3659756806
ISBN 13: 9783659756801
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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The two research questions that frame the research in this book are (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching Six female elementary (K-8) teacher candidates were the participants in this research. The six teacher candidates all completed their field experiences in the same K-8 school, St. Joseph, in Lockport, Illinois. Three of the teacher candidates had elementary placements (grades K, 1, and 4) and three of the teacher candidates had middle school placements (5, 6, and 7). Each of the teacher candidates completed pre-test and post-test DTAMS assessments. All candidates taught three consecutive mathematics lessons. After each lesson was taught, a debriefing interview was conducted. Each teacher candidate submitted a Math Teaching Portfolio. Results illustrated the growth of mathematical knowledge for teaching that occurred for each participant. Implications for the field of mathematics education, future research, and teacher preparation programs are also discussed. 328 pp. Englisch. Seller Inventory # 9783659756801
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Developing Mathematical Knowledge for Teaching
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ISBN 13: 9783659756801
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Kwiatkowski-Egizio EricaDr. Erica Kwiatkowski-Egizio is an Assistant Professor at Lewis University in Romeoville, Illinois. She teaches both methods and content courses in mathematics, and she also teaches advanced 8th grade mathema. Seller Inventory # 159144639
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Developing Mathematical Knowledge for Teaching
Published by
LAP LAMBERT Academic Publishing Jul 2015, 2015
ISBN 10: 3659756806
ISBN 13: 9783659756801
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Seller: buchversandmimpf2000, Emtmannsberg, BAYE, Germany
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Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The two research questions that frame the research in this book are (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching Six female elementary (K-8) teacher candidates were the participants in this research. The six teacher candidates all completed their field experiences in the same K-8 school, St. Joseph, in Lockport, Illinois. Three of the teacher candidates had elementary placements (grades K, 1, and 4) and three of the teacher candidates had middle school placements (5, 6, and 7). Each of the teacher candidates completed pre-test and post-test DTAMS assessments. All candidates taught three consecutive mathematics lessons. After each lesson was taught, a debriefing interview was conducted. Each teacher candidate submitted a Math Teaching Portfolio. Results illustrated the growth of mathematical knowledge for teaching that occurred for each participant. Implications for the field of mathematics education, future research, and teacher preparation programs are also discussed.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 328 pp. Englisch. Seller Inventory # 9783659756801
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Developing Mathematical Knowledge for Teaching
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LAP LAMBERT Academic Publishing, 2015
ISBN 10: 3659756806
ISBN 13: 9783659756801
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Taschenbuch. Condition: Neu. Developing Mathematical Knowledge for Teaching | Erica Kwiatkowski-Egizio | Taschenbuch | 328 S. | Englisch | 2015 | LAP LAMBERT Academic Publishing | EAN 9783659756801 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu. Seller Inventory # 104417090
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Developing Mathematical Knowledge for Teaching
Published by
LAP Lambert Academic Publishing, 2015
ISBN 10: 3659756806
ISBN 13: 9783659756801
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The two research questions that frame the research in this book are (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching Six female elementary (K-8) teacher candidates were the participants in this research. The six teacher candidates all completed their field experiences in the same K-8 school, St. Joseph, in Lockport, Illinois. Three of the teacher candidates had elementary placements (grades K, 1, and 4) and three of the teacher candidates had middle school placements (5, 6, and 7). Each of the teacher candidates completed pre-test and post-test DTAMS assessments. All candidates taught three consecutive mathematics lessons. After each lesson was taught, a debriefing interview was conducted. Each teacher candidate submitted a Math Teaching Portfolio. Results illustrated the growth of mathematical knowledge for teaching that occurred for each participant. Implications for the field of mathematics education, future research, and teacher preparation programs are also discussed. Seller Inventory # 9783659756801