An Investigation of Content Knowledge for Teaching: Understanding its Development and its Influence on Pedagogy
This study explores the complex relationship between teachers understandings of mathematics and their classroom practices. The study details students engagement in a segment of a university course designed to position pre-service teachers to develop a coherent understanding of functions as covariati...
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| Format: | Others |
| Language: | en |
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VANDERBILT
2005
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| Online Access: | http://etd.library.vanderbilt.edu/available/etd-06272005-212328/ |
| Summary: | This study explores the complex relationship between teachers understandings of mathematics and their classroom practices. The study details students engagement in a segment of a university course designed to position pre-service teachers to develop a coherent understanding of functions as covariation of quantities. With regards to this instruction, this study was guided by two research questions that dealt with understanding (a) the pre-service teachers mathematical development and then (b) how the pre-service teachers emerging understanding of function as covariation impact how they envision and enact instruction, with particular emphasis on the pre-service teachers ability to orchestrate conceptual conversations about significant mathematical ideas.
Analyses highlight the fact that one teaches what they know pre-service teachers particular understandings of mathematical content have a significant impact on their pedagogical conceptualizations of the content. It is these pedagogical conceptualizations of content and the related images that serve to guide the pre-service teachers decisions and instructional actions. The study concludes with suggestions for ways in which appropriate pedagogical conceptualizations of the content might be developed.
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