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Sample records for mathematical content knowledge

  1. Praxis II mathematics content knowledge test (0061)

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    McCune, Ennis Donice

    2007-01-01

    Your guide to a higher score on the Praxis II?: Mathematics Content Knowledge Test (0061) Why CliffsTestPrep Guides? Go with the name you know and trust Get the information you need--fast! Written by test-prep specialists About the contents: Introduction * Overview of the exam * How to use this book * Proven study strategies and test-taking tips Part I: Subject Review * Focused review of all exam topics: arithmetic and basic algebra, geometry, trigonometry, analytic geometry, functions and their graphs, calculus, probability and statistics, discrete mathematics, linear algebra, compute

  2. Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)

    Science.gov (United States)

    Khakbaz, Azimehsadat

    2016-01-01

    Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…

  3. Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability

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    Danisman, Sahin; Tanisli, Dilek

    2017-01-01

    The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the…

  4. Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

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    Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.

    2012-01-01

    The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…

  5. Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics

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    Getenet, Seyum Tekeher

    2017-01-01

    The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge…

  6. Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching

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    Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine

    2012-01-01

    This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…

  7. Pre-Service Teachers' Mathematics Content Knowledge: Implications for How Mathematics Is Taught in Higher Education

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    Lowrie, Tom; Jorgensen, Robyn

    2016-01-01

    This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…

  8. Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

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    Burton, Megan; Daane, C. J.; Giesen, Judy

    2008-01-01

    This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

  9. Pre-Service Elementary Teachers' Mathematics Content Knowledge: A Predictor of Sixth Graders' Mathematics Performance

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    Shirvani, Hosin

    2015-01-01

    This study examined the knowledge of mathematics content of elementary pre-service teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed…

  10. Mathematics teachers' knowledge of the subject content and ...

    African Journals Online (AJOL)

    This paper discusses the need of the mathematics teacher to be equipped adequately in the content areas in mathematics, vis-a-vis the recent concerns about the poor performance of students in the pre-tertiary schools, and the competence of mathematics teachers in the field. The low performance in mathematics at the ...

  11. Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

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    Harr, Nora; Eichler, Andreas; Renkl, Alexander

    2014-01-01

    In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

  12. Relationship between mathematics teacher subject matter knowledge, pedagogical content knowledge and professional development needs

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    Tajudin, Nor'ain Mohd; Chinnappan, Mohan; Saad, Noor Shah

    2017-05-01

    Two key variables emerged from the literature review is that Specific Matter Knowledge [SMK] and Pedagogical Content Knowledge [PCK] can influence the mathematics teachers' Professional Development [PD] needs. However, the key variables of SMK and PCK that were being investigated were not defined clearly. Empirical evidence that support relationship between SMK and PD and PCK and PD were not verified. In addition, how does PCK mediate SMK and PD is not clear and somewhat lacking. Therefore, the purpose of this paper was to examine the relationship between primary mathematics teacher's SMK, PCK and PD needs. Results of path analysis with SmartPLS indicated that the direct effect of SMK on PD was mediated via PCK. This data provide support for the claim that PD programs for future teachers of primary mathematics should be driven by a more nuanced understanding of the link between SMK and PCK.

  13. Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory

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    Bair, Sherry L.; Rich, Beverly S.

    2011-01-01

    This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…

  14. Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

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    Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

    2017-02-01

    Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did

  15. The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

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    Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

    2014-01-01

    This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

  16. The transformation of science and mathematics content knowledge into teaching content by university faculty

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    Flynn, Natalie P.

    This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their

  17. Exploring Mathematics Teachers' Pedagogical Content Knowledge in the Context of Knowledge of Students

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    Aksu, Zeki; Kul, Ümit

    2016-01-01

    Functions are one of the basic topics taught in mathematics curriculum at Secondary school level requiring knowledge from the students' past, and uniting mathematical topics. Mathematics teachers have both their own learning experience of functions, as well as their own teaching experience, leading to the question of what level of student…

  18. Exploring Turkish Mathematics Teachers' Content Knowledge of Quadrilaterals

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    Butuner, Suphi Onder; Filiz, Mehmet

    2017-01-01

    The aim of this research was to examine mathematics teachers' performances in defining special types of quadrilaterals, identifying their family and hierarchically classifying them. In this vein, 33 of 58 primary school mathematics teachers working in the province of Yozgat, Turkey were voluntarily recruited for this survey, and they were asked to…

  19. Technological Pedagogical Content Knowledge of Prospective Mathematics Teacher in Three Dimensional Material Based on Sex Differences

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    Aqib, M. A.; Budiarto, M. T.; Wijayanti, P.

    2018-01-01

    The effectiveness of learning in this era can be seen from 3 factors such as: technology, content, and pedagogy that covered in Technological Pedagogical Content Knowledge (TPCK). This research was a qualitative research which aimed to describe each domain from TPCK include Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological, Pedagogical, and Content Knowledge. The subjects of this research were male and female mathematics college students at least 5th semester who has almost the same ability for some course like innovative learning, innovative learning II, school mathematics I, school mathematics II, computer applications and instructional media. Research began by spreading the questionnaire of subject then continued with the assignment and interview. The obtained data was validated by time triangulation.This research has result that male and female prospective teacher was relatively same for Content Knowledge and Pedagogical Knowledge domain. While it was difference in the Technological Knowledge domain. The difference in this domain certainly has an impact on other domains that has technology components on it. Although it can be minimized by familiarizing the technology.

  20. Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset

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    Murray, Eileen; Durkin, Kelley; Chao, Theodore; Star, Jon R.; Vig, Rozy

    2018-01-01

    Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs. The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between…

  1. Teachers' Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge?

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    Henning, Elizabeth

    2013-01-01

    This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…

  2. Strengthening the Conceptualization of Mathematics Pedagogical Content Knowledge for International Studies: A Taiwanese Perspective

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    Hsieh, Feng-Jui

    2013-01-01

    This paper discusses different conceptual frameworks for measuring mathematics pedagogical content knowledge (MPCK) in international comparison studies. Two large-scale international comparative studies, "Mathematics Teaching in the Twenty-First Century" (MT21; Schmidt et al., 2011) and the "Teacher Education and Development Study…

  3. Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction

    Directory of Open Access Journals (Sweden)

    Shandy Hauk

    2014-07-01

    Full Text Available The accepted framing of mathematics pedagogical content knowledge (PCK as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.

  4. Enhancing mathematics teachers' pedagogical content knowledge and skills in Tanzania

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    Kitta, S.

    2004-01-01

    The study has revealed that the use of a comprehensive, school-based programme, emphasising peer collaboration, can be a promising scenario for professional development of mathematics teachers in Tanzania. Such a comprehensive approach has the potential of supporting teachers with diverse levels of

  5. One Usage of Geogebra in Enhancing Pre-service Mathematics Teachers’ Content Knowledge

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    Karmelita Pjanic

    2015-04-01

    Full Text Available A wide range of mathematical ideas could be used to develop and justify a formula for calculating the area of trapezoid. Those ideas lead to different strategies for finding out area of trapezoid that we classify in three groups: decomposing, enclosing and transforming strategies. Those strategies should be part of mathematics content knowledge for teaching. In this study we trace a change in structure of mathematics content knowledge of nine pre-service mathematics teachers as a result of using GeoGebra applets that visualize different approaches in finding out the area of trapezoid. We argue that engaging pre-service mathematics teachers to develop and justify formula for calculating the area of trapezoid using GeoGebra applets is a worth task that enhances pre-service mathematics teachers’ content knowledge for teaching. Our experiment confirmed that the use of Geogebra encourage pre-service mathematics teachers to uncover new ideas that lead them towards clearer justifications and easier way of proving formula for area of trapezoid. Keywords: Area of trapezoid, GeoGebra, content knowledge for teaching

  6. Implementation of Pedagogical Content Knowledge (PCK) of Mathematics Teachers in Teaching Practice: A Case Study

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    Maryono; Sutawidjaja, Akbar; Subanji; Irawati, Santi

    2017-01-01

    This study aims to describe the implementation of pedagogical content knowledge (PCK) of mathematics teachers in the teaching practice of the material system of linear equations of two variables (SLETV). The approach used is a qualitative case study. The main instrument is the researchers themselves and the supporting instruments is a vignette…

  7. Complementing Mathematics Teachers’ Horizon Content Knowledge with an Elementary-on-Advanced Aspect

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    Yi-An Cho

    2018-02-01

    Full Text Available Although Ball and her colleagues provided empirical evidence to support the existence of the six sub-domains in mathematical knowledge for teaching (MKT and further explained or defined the majority of these sub-domains, there were few explanations of what horizon content knowledge (HCK embedded in MKT meant and they merely provided ideas about HCK. Many researchers attempted to provide some teaching incidents and exemplification to interpret the construct of HCK. Moreover, they thought teachers’ studies of tertiary mathematics are useful for classroom teaching practice. Their discourse and instantiation of HCK was correspondent with a higher perspective on elementary mathematics mentioned by Felix Klein (1924, but was not entirely coincide with a kind of elementary perspective on advanced knowledge introduced by Ball and Bass (2009. This study lasted 1 years, and data collection included in-depth interviews, classroom observation and video analysis. We provide a shared classroom teaching incidence and illustrations to explain and to describe the construct of HCK. HCK not only is a kind of elementary perspective on advanced mathematical knowledge, but also complements to a higher perspective on elementary mathematics. Furthermore, HCK could be seen as a reciprocal pathway between the elementary and advanced mathematical knowledge.

  8. Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

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    Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

    2014-07-01

    This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

  9. Does Knowing More Advanced Mathematics Ensure Effectiveness of Working towards Demonstrating Specialised Mathematical Content Knowledge of Second-Year Pre-Service Teachers?

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    Livy, Sharyn

    2012-01-01

    The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the…

  10. Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

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    Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

    2018-01-01

    This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

  11. Technological pedagogical content knowledge in South African mathematics classrooms: A secondary analysis of SITES 2006 data

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    Verona Leendertz

    2013-12-01

    Full Text Available This article reports on a secondary data analysis conducted on the South African mathematics teachers’ dataset of the Second Information Technology in Education Study (SITES 2006. The sample consisted of a stratified sample of 640 mathematics teachers from 504 randomly selected computer-using and non–computer-using schools that completed the SITES 2006 teachers’ questionnaire, which investigated their pedagogical use of Information Communication Technology (ICT. The purpose of the current investigation was to investigate the level of Technological Pedagogical Content Knowledge (TPACK of mathematics teachers, and how TPACK attributes contribute towards more effective Grade 8 mathematics teaching in South African schools, using the TPACK conceptual framework. The findings are presented according to the three clusters identified through the association between the main variables of the TPACK model and other variables on the SITES 2006 teachers’ questionnaire: (1 impact of ICT use, (2 teacher practices and (3 barriers. A Cramér V of between 0.3 and 0.4 was considered to signal a medium effect that tended towards practically significant association, and a Cramér V of 0.4 or larger was considered to signal a large effect with practically significant association. The results indicate that the TPACK of mathematics teachers contributes towards more effective Grade 8 mathematics teaching in South African schools.

  12. The Preparation Experiences of Elementary Mathematics Specialists: Examining Influences on Beliefs, Content Knowledge, and Teaching Practices

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    Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Carothers, Jody; Myers, Kayla

    2018-01-01

    Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for…

  13. Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes.

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    Phelps, Geoffrey; Kelcey, Benjamin; Jones, Nathan; Liu, Shuangshuang

    2016-10-03

    Mathematics professional development is widely offered, typically with the goal of improving teachers' content knowledge, the quality of teaching, and ultimately students' achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect. The study drew on a large database representing five different assessments of MKT and collectively 326 professional development programs and 9,365 teachers. Results from cross-classified hierarchical growth models found that standardized average change estimates across the five assessments ranged from a low of 0.16 standard deviations (SDs) to a high of 0.26 SDs. Power analyses using the estimated pre- and posttest change estimates indicated that hundreds of teachers are needed to detect changes in knowledge at the lower end of the distribution. Even studies powered to detect effects at the higher end of the distribution will require substantial resources to conduct rigorous experimental trials. Empirical benchmarks that describe average program change and its variation provide a useful preliminary resource for interpreting the relative magnitude of effect sizes associated with professional development programs and for designing adequately powered trials. © The Author(s) 2016.

  14. Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment

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    Ercan Atasoy

    2016-04-01

    Full Text Available The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed to provide a singular dynamism for teaching and learning activities and it is also claimed to be of the most important elements of instruction in the educational system. In this sense, this study aims to investigate technological pedagogical content knowledge (TPACK of prospective mathematics teachers regarding the ‘evaluation’ and ‘assessment’ process. To achieve this aim, the method of qualitative research was conducted with 20 teachers. Video records and lesson plans were collected and a Mathematics Teacher TPACK Development Model was utilized to reveal themes and key features of the data. The findings revealed that, although the majority of teachers stated that they would like to use technology-integrated tools in the assessment and evaluation processes, they strongly preferred to use traditional assessment and evaluation techniques, such as pen and paper activities, multiple-choice questions in virtual environments, etc. Hence, the evidence suggests that teachers would be unable to use appropriately the technological assessment process in order to reveal students’ understanding of mathematics. As seen from the teachers’ lectures, they perceived that technology would be suitable for evaluation and assessment but in a limited way.

  15. Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation

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    Wati, S.; Fitriana, L.; Mardiyana

    2018-04-01

    Linear equation is one of the topics in mathematics that are considered difficult. Student difficulties of understanding linear equation can be caused by lack of understanding this concept and the way of teachers teach. TPACK is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches and supported by the right technology tools. This study aims to identify TPACK of junior high school mathematics teachers in teaching linear equation. The method used in the study was descriptive. In the first phase, a survey using a questionnaire was carried out on 45 junior high school mathematics teachers in teaching linear equation. While in the second phase, the interview involved three teachers. The analysis of data used were quantitative and qualitative technique. The result PCK revealed teachers emphasized developing procedural and conceptual knowledge through reliance on traditional in teaching linear equation. The result of TPK revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum in teaching linear equation. The result indicated that PowerPoint constitutes TCK modal technological capability in teaching linear equation. The result of TPACK seems to suggest a low standard in teachers’ technological skills across a variety of mathematics education goals in teaching linear equation. This means that the ability of teachers’ TPACK in teaching linear equation still needs to be improved.

  16. Developing Mathematical Content Knowledge for Teaching: One Preservice Teacher and Her Planning

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    Wilson, Susanna

    2016-01-01

    This paper describes how a new pre-service teacher engaged with mathematical content in order to learn it for teaching, during practicum. The results show that the PST learned mathematical content by initiating and carrying out a preparation phase prior to planning. This phase involved searching through internet sites and making notes that were…

  17. Development of an Openmath Content Dictionary for Mathematical Knowledge of Materials Science and Engineering

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    Toshihiro Ashino

    2012-12-01

    Full Text Available Many relationships between parameters and physical properties in materials science and engineering are represented as mathematical expressions, such as empirical equations and regression expressions. Some materials databases handle such information with indirect methods: as a table of sets of parameters, as a list of statements of programming languages, and other ways. There is no standardized way to represent mathematical relationships, and that makes it difficult to exchange, process, and display such information. The AIST (National Institute of Advanced Industrial Science and Technology in Japan thermophysical property database manages sets of parameter values for expressions and Fortran statements that represent relationships between physical parameters, e.g., temperature, pressure, etc. and thermophysical properties. However, in this method, it is not easy to add new parameters, to process expressions, and exchange information with other software tools. In this paper, we describe the current implementation of representing mathematical knowledge in the AIST thermophysical property database, and we also discuss its problems, sample implementations, and definitions of the OpenMath content dictionary for materials science and engineering.

  18. Measuring and factors influencing mathematics teachers' technological pedagogical and content knowledge (TPACK) in three southernmost provinces, Thailand

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    Adulyasas, Lilla

    2017-08-01

    Technology becomes an important role in teaching and learning mathematics nowadays. Integrating technology in the classroom helps students have better understanding in many of mathematics concepts. One of the major framework for assessing the knowledge of integrating technology with the pedagogy and content in the classroom is Technological Pedagogical and Content Knowledge (TPACK) framework. This study aimed to measure mathematics teachers' TPACK in three southernmost provinces, Thailand and to study on factors influencing their TPACK. A quantitative study was carried out with 210 secondary level mathematics teachers in the three southernmost provinces, Thailand which were random by two stage sampling technique. Data were collected by using a questionnaire to identify the level of mathematics teachers' TPACK and the factors influencing their TPACK. Descriptive statistics, Pearson product moment correlation and multiple regression analysis were used for analysing data. Findings reveal that the mean score of mathematics teachers' TPACK is 3.33 which is in the medium level and the three factors which have positive correlation at .05 level of significant with the level of TPACK are teaching experience factor, individual specialization factor and personal & organization factor. However, there are only two factors influencing mathematics teachers' TPACK. The two factors are individual specialization factor and personal & organization factors. These give better understanding on mathematics teachers' knowledge in integrating technology with the pedagogy and content which will be the important information for improving mathematics teachers' TPACK.

  19. Design of capability measurement instruments pedagogic content knowledge (PCK) for prospective mathematics teachers

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    Aminah, N.; Wahyuni, I.

    2018-05-01

    The purpose of this study is to find out how the process of designing a tool of measurement Pedagogical Content Knowledge (PCK) capabilities, especially for prospective mathematics teachers are valid and practical. The design study of this measurement appliance uses modified Plomp development step, which consists of (1) initial assessment stage, (2) design stage at this stage, the researcher designs the measuring grille of PCK capability, (3) realization stage that is making measurement tool ability of PCK, (4) test phase, evaluation, and revision that is testing validation of measurement tools conducted by experts. Based on the results obtained that the design of PCK capability measurement tool is valid as indicated by the assessment of expert validator, and the design of PCK capability measurement tool, shown based on the assessment of teachers and lecturers as users of states strongly agree the design of PCK measurement tools can be used.

  20. Secondary School Pre-Service Mathematics Teachers' Content Knowledge of Algebraic Word Problem in Nigeria

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    Usman, Ahmed Ibrahim

    2015-01-01

    Knowledge and understanding of mathematical operations serves as a pre-reequisite for the successful translation of algebraic word problems. This study explored pre-service teachers' ability to recognize mathematical operations as well as use of those capabilities in constructing algebraic expressions, equations, and their solutions. The outcome…

  1. Relationship between Pedagogical Strategies and Teachers' Content Knowledge of Mathematics

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    Kanyongo, Gibbs Y.; Brown, Launcelot I.

    2013-01-01

    This study employed regression analysis to investigate the relationship between primary school teachers' pedagogical practices and their knowledge of mathematics. The sample composed of 606 Grade 6 mathematics teachers in Namibia, i.e. 304 (50.2%) males and 302 (49.8%) females. The study utilized existing questionnaire data collected by the…

  2. Does an Observer's Content Knowledge Influence the Feedback Offered about Mathematics Lessons?

    Science.gov (United States)

    Peck, Duane C.

    2016-01-01

    The purpose of this study was two-fold. First, feedback from 3 different groups of observers: math content specialists, content specialists in areas other than mathematics, and building principals, was analyzed using an inductive approach to identify themes within the feedback. Second, differences in the feedback offered by participants of the 3…

  3. Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge for Teaching Mathematics with the Geometer's Sketchpad through Lesson Study

    Science.gov (United States)

    Meng, Chew Cheng; Sam, Lim Chap

    2013-01-01

    The purpose of this study was to develop pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with The Geometer's Sketchpad (GSP) through Lesson Study (LS). Specifically, a single-group pretest-posttest design was employed to examine whether there was a significant difference in the…

  4. Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

    Science.gov (United States)

    Manno, Christopher M.

    This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence

  5. ICT use in science and mathematics teacher education in Tanzan: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, A.; Fisser, P.; Pieters, J.; Voogt, J.

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  6. Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, Joke

    2012-01-01

    Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK).This paper presents a case study of

  7. ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, Ayoub; Fisser, Petra; Pieters, Julius Marie; Voogt, Joke

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  8. Mathematical knowledge in teaching

    CERN Document Server

    Rowland, Tim

    2011-01-01

    This book examines issues of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing approaches to characterizing, assessing and developing mathematical knowledge for teaching.

  9. MATHEMATICAL PROBLEMS OF INTEGRATIVE CONTENTS

    Directory of Open Access Journals (Sweden)

    V. Kushnir

    2014-09-01

    Full Text Available The tasks of integrative content requires the use of knowledge and skills on various themes both one discipline and different disciplines. Mostly in the classroom (or in homework the tasks on the properties absorption of different concepts using different theories are considered. Thus knowledge within only one discipline is formed, knowledge of the narrow sense (one subject. Such knowledge is "prescriptional", we call it idealized. After all, it is far from models of the real professional problems and problems of life in general, in order to solve them it is necessary to apply knowledge and skills acquired in different themes of the same objects,life experience. Practical formation of integrative knowledge requires statement of the educational problems before the subjects of studying, the problems within the "narrow objectivity" can not be resolved at all, or such kind of solving is too difficult to solve, for example, the nature and the context of solving problems (scientific approaches to solving problems, creating mathematical models, methods for solving such models, means of solving, application of methods, analysis of the models solution and the right choice, the inspection of solutions, etc. will sink in the conglomeration of technical operations. The problems with integrative content are usually more complicated than the problems of "narrow objectivity." In our problems the index of such difficulty is the essence of educational content, which is disclosed in the previous paragraph. The problems solution proposed in this article requires knowledge of the structural geometry (circle construction, touching two or three laps: with analytic geometry (method of coordinates on the plane; the distance between two points on the coordinate plane; algebra (system drawing irrational equations, method for solving such system, the solution of the system, analysis of the results and the right choose of the desired solution for found criterion, testing

  10. Preservice Secondary Mathematics Teachers’ Knowledge of Students

    OpenAIRE

    Kılıç, Hülya

    2011-01-01

    The aim of this paper is to present the nature of preservice secondary mathematics teachers’ knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the forms of observations, interviews and written documents. Knowledge of students is defined as teachers’ knowledge of what mathematical concepts are ...

  11. Developing Distinct Mathematical and Scientific Pedagogical Content Knowledge in an Early Childhood Dual-Content Methods Course: An Alternative to Integration

    Science.gov (United States)

    Kalchman, Mindy; Kozoll, Richard H.

    2017-01-01

    Methods for teaching early childhood mathematics and science are often addressed in a single, dual-content course. Approaches to teaching this type of course include integrating the content and the pedagogy of both subjects, or keeping the subject areas distinct. In this article, the authors discuss and illustrate their approach to such a combined…

  12. Can Pedagogical Concerns Eclipse Mathematical Knowledge?

    Science.gov (United States)

    Creager, Mark A.; Jacobson, Erik; Aydeniz, Fetiye

    2016-01-01

    Mathematical knowledge for teaching (MKT) is often thought of as a transformed, mutually-influencing mixture of content and pedagogy. However when individuals' MKT does not integrate content and pedagogy, one type of knowledge can supersede the other, sometimes unconsciously. We exemplify this with Emma, a prospective elementary teacher, whose…

  13. Rwandan grade 6 mathematics teachers' knowledge

    African Journals Online (AJOL)

    owner

    1University Rwanda, College of Education, 2 School of Education, University of .... one hand, and Knowledge of Content and Students (KCS) and Knowledge of Content and ..... The nature and development of middle school mathematics ... of freshman science student teachers from different science teaching domains.

  14. Effects on the Technological Pedagogical Content Knowledge of Early Childhood Teacher Candidates Using Digital Storytelling to Teach Mathematics

    Science.gov (United States)

    Kildan, Abdullah Oguzhan; Incikabi, Lutfi

    2015-01-01

    This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…

  15. Preservice Secondary Mathematics Teachers' Knowledge of Students

    Science.gov (United States)

    Kilic, Hulya

    2011-01-01

    The aim of this paper is to present the nature of preservice secondary mathematics teachers' knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the…

  16. How to Build a Course in Mathematical-Biological Modeling: Content and Processes for Knowledge and Skill

    Science.gov (United States)

    Hoskinson, Anne-Marie

    2010-01-01

    Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity…

  17. Constructing mathematical knowledge

    CERN Document Server

    Ernest, Paul

    2012-01-01

    This book provides a panorama of complimentary and forward looking perspectives on the learning of mathematics and epistemology from some of the leading contributors to the field. It explores constructivist and social theories of learning, and discusses the role of the computer in the light of these theories. It brings analyses from psychoanalysis, Hermeneutics and other perspectives to bear on the issues of mathematics and learning. It enquires into the nature of enquiry itself, and an important emergent theme is the role of language. Finally it relates the history of mathematics to its te

  18. Exploring the Reasons for Using Electric Books and Technologic Pedagogical and Content Knowledge of Taiwanese Elementary Mathematics and Science Teachers

    Science.gov (United States)

    Chen, Ho-Yuan; Jang, Syh-Jong

    2013-01-01

    This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers' reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers' reasons for using…

  19. Specific Type of Knowledge Map: Mathematical Model

    OpenAIRE

    Milan, Houška; Martina, Beránková

    2005-01-01

    The article deals with relationships between mathematical models and knowledge maps. The goal of the article is to suggest how to use the mathematical model as a knowledge map and/or as a part (esp. the inference mechanism) of the knowledge system. The results are demonstrated on the case study, when the knowledge from a story is expressed by mathematical model. The model is used for both knowledge warehousing and inferencing new artificially derived knowledge.

  20. Content Area Literacy in the Mathematics Classroom

    Science.gov (United States)

    Armstrong, Abbigail; Ming, Kavin; Helf, Shawnna

    2018-01-01

    Content area literacy has an important role in helping students understand content in specific disciplines, such as mathematics. Although the strategies are not unique to each individual content area, they are often adapted for use in a specific discipline. For example, mathematicians use mathematical language to make sense of new ideas and…

  1. A Case Study on Specialised Content Knowledge Development with Dynamic Geometry Software: The Analysis of Influential Factors and Technology Beliefs of Three Pre-Service Middle Grades Mathematics Teachers

    Science.gov (United States)

    Zambak, Vecihi S.; Tyminski, Andrew M.

    2017-01-01

    This study characterises the development of Specialised Content Knowledge (SCK) with dynamic geometry software (DGS) throughout a semester. The research employed a single-case study with the embedded units of three pre-service middle grades mathematics teachers. Qualitative data were collected, and factors affecting these three teachers' SCK…

  2. Proof and knowledge in mathematics

    CERN Document Server

    Detlefsen, Michael

    2005-01-01

    These questions arise from any attempt to discover an epistemology for mathematics. This collection of essays considers various questions concerning the nature of justification in mathematics and possible sources of that justification. Among these are the question of whether mathematical justification is a priori or a posteriori in character, whether logical and mathematical differ, and if formalization plays a significant role in mathematical justification,

  3. Secondary Teachers’ Mathematics-related Beliefs and Knowledge about Mathematical Problem-solving

    Science.gov (United States)

    E Siswono, T. Y.; Kohar, A. W.; Hartono, S.

    2017-02-01

    This study investigates secondary teachers’ belief about the three mathematics-related beliefs, i.e. nature of mathematics, teaching mathematics, learning mathematics, and knowledge about mathematical problem solving. Data were gathered through a set of task-based semi-structured interviews of three selected teachers with different philosophical views of teaching mathematics, i.e. instrumental, platonist, and problem solving. Those teachers were selected from an interview using a belief-related task from purposively selected teachers in Surabaya and Sidoarjo. While the interviews about knowledge examine teachers’ problem solving content and pedagogical knowledge, the interviews about beliefs examine their views on several cases extracted from each of such mathematics-related beliefs. Analysis included the categorization and comparison on each of beliefs and knowledge as well as their interaction. Results indicate that all the teachers did not show a high consistency in responding views of their mathematics-related beliefs, while they showed weaknesses primarily on problem solving content knowledge. Findings also point out that teachers’ beliefs have a strong relationship with teachers’ knowledge about problem solving. In particular, the instrumental teacher’s beliefs were consistent with his insufficient knowledge about problem-solving, while both platonist and problem-solving teacher’s beliefs were consistent with their sufficient knowledge of either content or pedagogical problem solving.

  4. Does content knowledge matter for new teachers?

    Science.gov (United States)

    Reeves, Todd D.

    There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, & Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to

  5. Prospective Secondary Mathematics Teachers' Perspectives and Mathematical Knowledge for Teaching

    Science.gov (United States)

    Karagöz-Akar, Gülseren

    2016-01-01

    This study investigated the relationship between prospective secondary mathematics teachers' perspectives and their mathematical knowledge for teaching in action. Data from two prospective teachers' practice-teachings, one in geometry and one in algebra, their lesson plans and self-reflections were analyzed with Teacher Perspectives and Knowledge…

  6. Developing a Scale to Measure Content Knowledge and Pedagogy Content Knowledge of In-Service Elementary Teachers on Fractions

    Science.gov (United States)

    Kazemi, Farhad; Rafiepour, Abolfazl

    2018-01-01

    The main purpose of this study was to develop a scale for measuring content knowledge (CK) and pedagogy content knowledge (PCK) of in-service elementary teachers on mathematical fractions. Another aim of this study was to consider whether CK and PCK are separate from each other, or are in a single body. Therefore, a scale containing 22 items about…

  7. Tell Me Why! Content Knowledge Predicts Process-Orientation of Math Researchers' and Math Teachers' Explanations

    Science.gov (United States)

    Lachner, Andreas; Nückles, Matthias

    2016-01-01

    In two studies, we investigated the impact of instructors' different knowledge bases on the quality of their instructional explanations. In Study 1, we asked 20 mathematics teachers (with high pedagogical content knowledge, but lower content knowledge) and 15 mathematicians (with lower pedagogical content knowledge, but high content knowledge) to…

  8. Platonism, Naturalism, and Mathematical Knowledge

    CERN Document Server

    Brown, James Robert

    2011-01-01

    This study addresses a central theme in current philosophy: Platonism vs Naturalism and provides accounts of both approaches to mathematics, crucially discussing Quine, Maddy, Kitcher, Lakoff, Colyvan, and many others. Beginning with accounts of both approaches, Brown defends Platonism by arguing that only a Platonistic approach can account for concept acquisition in a number of special cases in the sciences. He also argues for a particular view of applied mathematics, a view that supports Platonism against Naturalist alternatives. Not only does this engaging book present the Platonist-Natural

  9. Research methods in indigenous mathematical Knowledge: An ...

    African Journals Online (AJOL)

    Indigenous games are an integral component of indigenous knowledge systems. ... and national activities; mathematical concepts associated with the games; possibilities and implications for general classroom ... AJOL African Journals Online.

  10. Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know?

    Science.gov (United States)

    Linsell, Chris; Anakin, Megan

    2013-01-01

    The mathematics content knowledge of pre-service teachers is a growing area of inquiry. This topic requires further theoretical development due to the limited applicability of current cognitive and practice-oriented frameworks of mathematics content knowledge to beginning pre-service teachers. Foundation content knowledge is an integrated,…

  11. Conocimiento del contenido sobre polígonos de estudiantes para profesor de matemáticas (Mathematical Content Knowledge on Polygons of Peruvian Prospective Teachers

    Directory of Open Access Journals (Sweden)

    Emma Carreño

    2010-09-01

    Full Text Available En este trabajo analizamos el conocimiento geométrico sobre polígonos de estudiantes para profesor peruano. Este conocimiento se describe en función de las capacidades que evidencian. Hemos determinado dichas capacidades con base en el modelo de razonamiento de Van Hiele y en consideraciones sobre el aprendizaje geométrico. Mostramos los resultados generales del grupo de alumnos, así como el estudio de dos casos. In this paper we analyze the geometrical content knowledge related to polygons of a group of Peruvian prospective teachers. This knowledge is described in terms of capacities that theses teachers demonstrate. We had access to these capacities considering the Van Hiele model of reasoning together with other considerations on geometric learning. The general results of the group of students are presented as well as the analysis of two cases.

  12. MATHEMATICS TEACHER: MOVING KNOWLEDGE UNDER FORMATION

    Directory of Open Access Journals (Sweden)

    Roselaine Machado Albernaz

    2010-07-01

    Full Text Available This essay approaches the Mathematics teacher forming process from his/her experiences in the school system and the set of knowledge that hashistorical, philosophical and politically constituted him/her. This set of knowledge not only comprises academic knowledge, but also involves the subjective effects of knowledge it incorporates. Starting from a tale, the character, called ‘researcher-teacher’, conducts the text throughout questions about the forming processes of teachers of such a particular subject as Mathematics. The character seems to have an “interrogative something” which is peculiar to us, teachers, concerned about our disciplinary field. Having the objective of problematize the formation and knowledge of our character, her ways of being, thinking and perceiving, we intend to question, with and through her, the new requirements that have been demanded towards Mathematics teachers and the set of knowledge that constitute her, the way she is, her way of acting and taking  position in the school universe. The proposed essay seeks for an articulation between the fields of Art, Philosophy, Science and Education. It speaks about the intriguing school world, but not least, the ways we think to treat the forming process of Mathematics teachers from a set of logical, subjective and sensitive knowledge.  Key words: Forming process of teachers; mathematics; aesthetic experience; philosophy of difference.

  13. Mathematical knowledge for teaching in the Netherlands

    NARCIS (Netherlands)

    Ronald Keijzer; Marjolein Kool

    2012-01-01

    The implementation of the new mathematical knowledge base in Dutch teacher education institutes for primary education raises a need for curriculum development. Teacher educators have to raise student teachers’ subject matter knowledge to a higher level. In working on this aim teacher educators

  14. A Study of Geometry Content Knowledge of Elementary Preservice Teachers

    Directory of Open Access Journals (Sweden)

    Fatma ASLAN-TUTAK

    2015-06-01

    Full Text Available The purpose of this research is to examine preservice elementary school teachers’ geometry learning as investigated by both qualitative and quantitative methods. For the qualitative investigation, narrative analysis and thematic analysis methods were used. The findings of narrative analysis indicated two main kinds of stories: as a learner and as a beginning teacher. The thematic analysis findings yield to three themes: history of learning geometry, perceptions about geometry, effective geometry instructional practices. The findings informed the quantitative investigation on geometry content knowledge for the case of quadrilaterals. During the second phase of the study, 102 participants who enrolled in the methods course completed pre and post test of teachers’ geometry content knowledge. Treatment group participants (n=54 received series of activities (geometry activities and student work analysis focusing on quadrilaterals, and control group participants (n=48 received traditional instruction. Repeated measures ANOVA results showed a significant change in treatment group participants’ geometry content knowledge. The mixed ANOVA results indicated a significant main effect of knowledge but no significant interaction between geometry content knowledge and grouping. Even though treatment group participants’ geometry content knowledge growth was significant, the difference between treatment group and control group participants’ growth in geometry content knowledge was not significant. This study informs mathematics teacher education in three important areas; limited knowledge of preservice teachers’ geometry content knowledge, integrating mathematics content and the context of teaching into methods course, and use of student work with preservice teachers.

  15. A study of geometry content knowledge of elementary preservice teachers

    Directory of Open Access Journals (Sweden)

    Fatma Aslan Tutak

    2015-06-01

    Full Text Available The purpose of this research is to examine preservice elementary school teachers’ geometry learning as investigated by both qualitative and quantitative methods. For the qualitative investigation, narrative analysis and thematic analysis methods were used. The findings of narrative analysis indicated two main kinds of stories: as a learner and as a beginning teacher. The thematic analysis findings yield to three themes: history of learning geometry, perceptions about geometry, effective geometry instructional practices. The findings informed the quantitative investigation on geometry content knowledge for the case of quadrilaterals. During the second phase of the study, 102 participants who enrolled in the methods course completed pre and post test of teachers’ geometry content knowledge. Treatment group participants (n=54 received series of activities (geometry activities and student work analysis focusing on quadrilaterals, and control group participants (n=48 received traditional instruction. Repeated measures ANOVA results showed a significant change in treatment group participants’ geometry content knowledge. The mixed ANOVA results indicated a significant main effect of knowledge but no significant interaction between geometry content knowledge and grouping. Even though treatment group participants’ geometry content knowledge growth was significant, the difference between treatment group and control group participants’ growth in geometry content knowledge was not significant. This study informs mathematics teacher education in three important areas; limited knowledge of preservice teachers’ geometry content knowledge, integrating mathematics content and the context of teaching into methods course, and use of student work with preservice teachers.

  16. Understanding the Influence of Two Mathematics Textbooks on Prospective Secondary Teachers' Knowledge

    Science.gov (United States)

    Davis, Jon D.

    2009-01-01

    This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers' pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. On the pretest, the teachers possessed an incomplete…

  17. How Preservice Teachers Use Children’s Literature to Teach Mathematical Concepts: Focus on Mathematical Knowledge for Teaching

    Directory of Open Access Journals (Sweden)

    Jennifer EDELMAN

    2017-06-01

    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  18. How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching

    Directory of Open Access Journals (Sweden)

    Jennifer Edelman

    2017-06-01

    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  19. International Comparisons of Foundation Phase Number Domain Mathematics Knowledge and Practice Standards

    Science.gov (United States)

    Human, Anja; van der Walt, Marthie; Posthuma, Barbara

    2015-01-01

    Poor mathematics performance in schools is both a national and an international concern. Teachers ought to be equipped with relevant subject matter knowledge and pedagogical content knowledge as one way to address this problem. However, no mathematics knowledge and practice standards have as yet been defined for the preparation of Foundation Phase…

  20. Validating Measures of Mathematical Knowledge for Teaching

    Science.gov (United States)

    Kane, Michael

    2007-01-01

    According to Schilling, Blunk, and Hill, the set of papers presented in this journal issue had two main purposes: (1) to use an argument-based approach to evaluate the validity of the tests of mathematical knowledge for teaching (MKT), and (2) to critically assess the author's version of an argument-based approach to validation (Kane, 2001, 2004).…

  1. Pre-service teachers' content knowledge and pedagogical content ...

    African Journals Online (AJOL)

    kofi.mereku

    African Journal of Educational Studies in Mathematics and Sciences Vol. 13, 2017. 63 ... knowledge in teaching geometric transformation ... made more practical and that pre-service teachers should be given ample opportunity to practice.

  2. The Language Used to Articulate Content as an Aspect of Pedagogical Content Knowledge

    Science.gov (United States)

    Chick, Helen

    2015-01-01

    Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine students' work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in…

  3. TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items

    Science.gov (United States)

    Brese, Falk, Ed.

    2012-01-01

    The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…

  4. Statistical Content in Middle Grades Mathematics Textbooks

    Science.gov (United States)

    Pickle, Maria Consuelo Capiral

    2012-01-01

    This study analyzed the treatment and scope of statistical concepts in four, widely-used, contemporary, middle grades mathematics textbook series: "Glencoe Math Connects," "Prentice Hall Mathematics," "Connected Mathematics Project," and "University of Chicago School Mathematics Project." There were three…

  5. Identifying the borders of mathematical knowledge

    International Nuclear Information System (INIS)

    Silva, Filipi Nascimento; Travencolo, Bruno A N; Viana, Matheus P; Costa, Luciano da Fontoura

    2010-01-01

    Based on a divide and conquer approach, knowledge about nature has been organized into a set of interrelated facts, allowing a natural representation in terms of graphs: each 'chunk' of knowledge corresponds to a node, while relationships between such chunks are expressed as edges. This organization becomes particularly clear in the case of mathematical theorems, with their intense cross-implications and relationships. We have derived a web of mathematical theorems from Wikipedia and, thanks to the powerful concept of entropy, identified its more central and frontier elements. Our results also suggest that the central nodes are the oldest theorems, while the frontier nodes are those recently added to the network. The network communities have also been identified, allowing further insights about the organization of this network, such as its highly modular structure.

  6. Content Maps: A Teaching and Assessment Tool for Content Knowledge

    Science.gov (United States)

    Ward, Phillip; Lehwald, Harry; Lee, Yun Soo

    2015-01-01

    Developing content knowledge in teachers presents a constant challenge for teacher educators. This article introduces a teaching and assessment tool called a "content map," which allows teacher educators, teachers, and coaches to conceptualize the scope, sequence, and relational characteristics of the content being taught. Content maps…

  7. The Relationship of Mathematics Anxiety and Mathematical Knowledge to the Learning of Mathematical Pedagogy by Preservice Elementary Teachers.

    Science.gov (United States)

    Battista, Michael T.

    1986-01-01

    Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

  8. Mathematical Knowledge and Skills Expected by Higher Education in Engineering and the Social Sciences: Implications for High School Mathematics Curriculum

    Science.gov (United States)

    Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz

    2015-01-01

    One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…

  9. Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement

    Directory of Open Access Journals (Sweden)

    Joan Moss

    2010-12-01

    Full Text Available Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and practices that fostered deep understanding and broad participation. Students used the online Knowledge Building environment Knowledge Forum® to conduct their work and we illustrate how Knowledge Forum supported a Knowledge Building culture for mathematical learning and problem solving. Analyses of participation patterns and note content revealed practices consistent with Knowledge Building principles, specifically democratization of knowledge, with students at all achievement levels participating, and epistemic agency, with students providing evidence and justification for conjectures and generating multiple solutions to challenging problems.

  10. Josai Mathematical Monographs Vol.7 Contents

    OpenAIRE

    城西大学大学院理学研究科

    2014-01-01

    Mathematics and Computer Science : Proceedings of Annual Workshop on Mathematics and Computer Science, held at Josai University on March 25 in 2014 / edited by Masatoshi IIDA, Manabu INUMA, Kiyoko NISHIZAWA

  11. A model of professional competences in mathematics to update mathematical and didactic knowledge of teachers

    Science.gov (United States)

    Díaz, Verónica; Poblete, Alvaro

    2017-07-01

    This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers' competence regarding the didactic strategy used and its results, as well as the students' learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.

  12. Foundation Content Knowledge: Pre-Service Teachers as Half-Empty or Becoming Fluent?

    Science.gov (United States)

    Anakin, Megan; Linsell, Chris

    2014-01-01

    The concept of a growth-oriented disposition framed the analysis of theoretical and practical dimensions of pre-service teachers' mathematics content knowledge. We identify historical hangovers, tacit habits, and pedagogical strangleholds that present challenges to the way mathematics education researchers interact with the mathematics content…

  13. Examining Change in K-3 Teachers' Mathematical Knowledge, Attitudes, and Beliefs: The Case of Primarily Math

    Science.gov (United States)

    Kutaka, T. S.; Ren, L.; Smith, W. M.; Beattie, H. L.; Edwards, C. P.; Green, J. L.; Chernyavskiy, P.; Stroup, W.; Heaton, R. M.; Lewis, W. J.

    2018-01-01

    This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers' mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of…

  14. Can improving teachers' knowledge of mathematics lead to gains in ...

    African Journals Online (AJOL)

    It is wellknown that the majority of South African learners achieve extremely poorly in Mathematics. Many claim that one of the causes of this poor attainment is teachers' weak knowledge of mathematics, and propose that improving teachers' mathematical knowledge would improve learner attainment. However, the ...

  15. Pre-service teachers' mathematical knowledge for teaching basic ...

    African Journals Online (AJOL)

    This study measured pre-service teachers' mathematical knowledge for teaching (MKT) basic school mathematics. MKT multiple-choice test was administered to 100 pre-service teachers from two colleges of education (located at Mampong in the Ashanti Region of Ghana) to assess their mathematical knowledge for ...

  16. How to Make Mathematical eContent Travel Well

    OpenAIRE

    Caprotti, Olga; Pauna, Matti; Seppälä, Mika

    2009-01-01

    Electronic content produced for education travels well when it can be reused across national borders and in different curricular frameworks. In this article, we discuss what features of mathematical e-content contribute to making it travel well.

  17. Mathematical Content of Curricula and Beginning Salaries of Graduating Students

    Science.gov (United States)

    Lee, B. Brian; Lee, Jungsun

    2009-01-01

    The authors examined an association between mathematical content in college-level curricula and beginning salaries of graduating students on the basis of data collected from a public university in the southern region of the United States. The authors classified the mathematical content requirements of the curricula into the following 5 groups…

  18. Analyzing Similarity in Mathematical Content To Enhance the Detection of Academic Plagiarism

    OpenAIRE

    Isele, Maurice-Roman

    2018-01-01

    Despite the effort put into the detection of academic plagiarism, it continues to be a ubiquitous problem spanning all disciplines. Various tools have been developed to assist human inspectors by automatically identifying suspicious documents. However, to our knowledge currently none of these tools use mathematical content for their analysis. This is problematic, because mathematical content potentially represents a significant amount of the scientific contribution in academic documents. Henc...

  19. Secondary School Mathematics Teachers' Knowledge Levels and Use of History of Mathematics

    Science.gov (United States)

    Bütüner, Suphi Önder

    2018-01-01

    This study describes secondary school mathematics teachers' use of history of mathematics in their classes and their knowledge levels in this field. The study population included a total of 58 secondary school mathematics teachers working at the secondary schools located in Yozgat city center, and the sample included 32 mathematics teachers from…

  20. Pedagogical Content Knowledge and Industrial Design Education

    Science.gov (United States)

    Phillips, Kenneth R.; De Miranda, Michael A.; Shin, Jinseup

    2009-01-01

    Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models…

  1. Finnish Mentor Mathematics Teachers' Views of the Teacher Knowledge Required for Teaching Mathematics

    Science.gov (United States)

    Asikainen, Mervi A.; Pehkonen, Erkki; Hirvonen, Pekka E.

    2013-01-01

    Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher…

  2. Description of pedagogical content knowledge (PCK) and content knowledge on Muhammadiyah Semarang University's preservice teacher

    Science.gov (United States)

    Astuti, Andari Puji; Wijayatiningsih, Testiana Deni; Azis, Abdul; Sumarti, Sri Susilogati; Barati, Dwi Anggani Linggar

    2017-12-01

    One of the competencies of teachers to be mastered under the constitution is pedagogic competence. This study aims to provide an overview of the pedagogic competence of Preservice teachers through the mastery of Pedagogical Content Knowledge (PCK) and Content knowledge (CK). The research method used is descriptive qualitative, with data retrieval technique through essay tests, questionnaire and interview. The results showed that of the five PCK indicators, only knowledge of learning strategies to teach chemistry already in high category. For Content Knowledge of preservice teachers are in the middle category for indicators of knowledge of disciplinary content, whereas knowledge that alternative frameworks for thinking about the content exist and the knowledge of the relationship between big ideas and the supporting ideas in a content area is in the fair category.

  3. Influence of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Photosynthesis and Plant Growth

    Science.gov (United States)

    Kapyla, Markku; Heikkinen, Jussi-Pekka; Asunta, Tuula

    2009-01-01

    The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…

  4. The relationships within the mathematical content of teachers’ lesson sequences

    Science.gov (United States)

    Shahrill, M.; Prahmana, R. C. I.; Roslan, R.

    2017-12-01

    This study explored how mathematics content is carried through by means of the problems presented during lessons. Following the definitions and the coding criteria from the TIMSS 1999 Video Study, a total of 163 mathematics problems were identified in the video- recorded lesson sequences of four Bruneian mathematics teachers teaching at the Year 8 level. These problems were classified according to the four basic kinds of relationships: mathematically related, thematically related, repetition and unrelated. Drawing on the mathematical content of the teachers’ lesson sequences, the findings revealed variations among the mathematical problems coded as repetition and thematically related, between the four Brunei classes. The aggregated results obtained from the four classes highlighted several points of discussion, such as the relatively higher proportion of repetition problems (52%) from one teacher in particular; the percentage similarities of thematically related problems for all four classes (ranging from 26% to 33%); and the incredibly varied results for mathematically related problems across the four Brunei classes.

  5. The Effect of Syllabus on Mathematical Knowledge

    Science.gov (United States)

    Belsom, C. G. H.; Elton, L. R. B.

    1974-01-01

    Item analysis of a mathematics preknowledge test given to physics students revealed that significant differences existed on certain items between groups of students who had followed different mathematics syllabuses. (MLH)

  6. The effect of Ghanaian pre-service teachers' content knowledge on ...

    African Journals Online (AJOL)

    PROF.MIREKU

    teachers have to practice what they learn in their pedagogy courses in college. Since ..... Figure 3 Scatter plot of pre-service teachers' content knowledge and MKT ... domains of basic mathematics like algebra, geometry and measurement.

  7. Conceptualising GP teachers' knowledge: a pedagogical content knowledge perspective.

    Science.gov (United States)

    Cantillon, Peter; de Grave, Willem

    2012-05-01

    Most teacher development initiatives focus on enhancing knowledge of teaching (pedagogy), whilst largely ignoring other important features of teacher knowledge such as subject matter knowledge and awareness of the learning context. Furthermore, teachers' ability to learn from faculty development interventions is limited by their existing (often implicit) pedagogical knowledge and beliefs. Pedagogical content knowledge (PCK) represents a model of teacher knowledge incorporating what they know about subject matter, pedagogy and context. PCK can be used to explore teachers' prior knowledge and to structure faculty development programmes so that they take account of a broader range of teachers' knowledge. We set out to examine the application of a PCK model in a general practice education setting. This study is part of a larger study that employed a mixed method approach (concept mapping, phenomenological interviews and video-stimulated recall) to explore features of GP teachers' subject matter knowledge, pedagogical knowledge and knowledge of the learning environment in the context of a general practice tutorial. This paper presents data on GP teachers' pedagogical and context knowledge. There was considerable overlap between different GP teachers' knowledge and beliefs about learners and the clinical learning environment (i.e. knowledge of context). The teachers' beliefs about learners were largely based on assumptions derived from their own student experiences. There were stark differences, however, between teachers in terms of pedagogical knowledge, particularly in terms of their teaching orientations (i.e. transmission or facilitation orientation) and this was manifest in their teaching behaviours. PCK represents a useful model for conceptualising clinical teacher prior knowledge in three domains, namely subject matter, learning context and pedagogy. It can and should be used as a simple guiding framework by faculty developers to inform the design and delivery of

  8. Pre-service teachers' content knowledge and pedagogical content ...

    African Journals Online (AJOL)

    This study investigated pre-service teachers' content and pedagogical knowledge in teaching geometric transformation. Eighty-two pre-service teachers from two Colleges of Education in the Ashanti region of Ghana consisted the sample size. The study was a quantitative study which employed survey as a strategy of ...

  9. Enabling collaboration on semiformal mathematical knowledge by semantic web integration

    CERN Document Server

    Lange, C

    2011-01-01

    Mathematics is becoming increasingly collaborative, but software does not sufficiently support that: Social Web applications do not currently make mathematical knowledge accessible to automated agents that have a deeper understanding of mathematical structures. Such agents exist but focus on individual research tasks, such as authoring, publishing, peer-review, or verification, instead of complex collaboration workflows. This work effectively enables their integration by bridging the document-oriented perspective of mathematical authoring and publishing, and the network perspective of threaded

  10. The Framing Discussion: Connecting Student Experience with Mathematical Knowledge

    Science.gov (United States)

    Henning, John E.; Balong, Megan

    2011-01-01

    This article introduces the framing discussion, an informal discussion of a mathematical problem that takes place at the beginning of a lesson or unit. The purpose of the framing discussion is to assess student knowledge, motivate student interest, and to serve as a basis for guiding students to more formal mathematical knowledge. The article…

  11. Separating Cognitive and Content Domains in Mathematical Competence

    Science.gov (United States)

    Harks, Birgit; Klieme, Eckhard; Hartig, Johannes; Leiss, Dominik

    2014-01-01

    The present study investigates the empirical separability of mathematical (a) content domains, (b) cognitive domains, and (c) content-specific cognitive domains. There were 122 items representing two content domains (linear equations vs. theorem of Pythagoras) combined with two cognitive domains (modeling competence vs. technical competence)…

  12. Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education

    Science.gov (United States)

    Abdullah, Mohd Faizal Nizam Lee; Vimalanandan, Lena

    2017-05-01

    Teaching practice during school based experiences, afford an opportunity for pre service teachers to put into practice their knowledge for teaching mathematics. Like all knowledge, Mathematical Knowledge for Teaching (MKT) is held in both tacit and explicit form, making it especially difficult to study and map during instruction. This study investigates the tacit and explicit nature of MKT held by pre service teachers in a Malaysian Teacher Education Program and how it impacts the Mathematical Quality of their instruction (MQI). This study of three mathematics pre-service teachers (PSTs), utilised videos of mathematics lessons, reflective debriefs and interviews. The findings suggest that factors such as reflecting, peer-sharing, conferencing with mentors and observing support in making tacit knowledge more explicit during planning and instruction. Implications for preparation of mathematics teachers capable of high Mathematical Quality of Instruction are also discussed.

  13. Developing a Questionnaire to Assess the Probability Content Knowledge of Prospective Primary School Teachers

    Science.gov (United States)

    Gómez-Torres, Emilse; Batanero, Carmen; Díaz, Carmen; Contreras, José Miguel

    2016-01-01

    In this paper we describe the development of a questionnaire designed to assess the probability content knowledge of prospective primary school teachers. Three components of mathematical knowledge for teaching and three different meanings of probability (classical, frequentist and subjective) are considered. The questionnaire content is based on…

  14. Mathematical Modelling Research in Turkey: A Content Analysis Study

    Science.gov (United States)

    Çelik, H. Coskun

    2017-01-01

    The aim of the present study was to examine the mathematical modelling studies done between 2004 and 2015 in Turkey and to reveal their tendencies. Forty-nine studies were selected using purposeful sampling based on the term, "mathematical modelling" with Higher Education Academic Search Engine. They were analyzed with content analysis.…

  15. The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers' Knowledge: A Five-Country Analysis Using TEDS-M Data

    Science.gov (United States)

    Qian, Hong; Youngs, Peter

    2016-01-01

    This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…

  16. Task Modification and Knowledge Utilization by Korean Prospective Mathematics Teachers.

    Directory of Open Access Journals (Sweden)

    Kyeong-Hwa Lee

    2016-11-01

    Full Text Available It has been asserted that mathematical tasks play a critical role in the teaching and learning of mathematics. Modification of tasks included in intended curriculum materials, such as textbooks, can be an effective activity for prospective teachers to understand the role of mathematical tasks in the teaching and learning of mathematics; designing of new tasks requires more knowledge and experience. This study aims to identify the patterns that Korean prospective mathematics teachers seem to follow when they modify the mathematical tasks in textbooks. Knowledge utilized by prospective teachers while they modify textbook tasks is identified and characterized in order to understand the possible factors that have an impact on Korean prospective mathematics teachers' modification of tasks.

  17. Improving Instructional Leadership through the Development of Leadership Content Knowledge: The Case of Principal Learning in Algebra

    Science.gov (United States)

    Steele, Michael D.; Johnson, Kate R.; Otten, Samuel; Herbel-Eisenmann, Beth A.; Carver, Cynthia L.

    2015-01-01

    Instructional leadership is integral to improving mathematics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written…

  18. Socio-functional dynamics of the mathematical contents

    Directory of Open Access Journals (Sweden)

    Isabel Alonso-Berenguer

    2018-01-01

    Full Text Available The article presents a model of the socio-functional dynamics of the mathematical contents that offers a novel theoretical-methodological basement for the development of the process of teaching-learning of the mathematical one. The investigation, of theoretical character, used the methods of analysis-synthesis, inductive-deductive and historical-logical to elaborate the one mentioned model that leaves of considering that the future professors have appropriated previously of the mathematical contents, foreseen in the curriculum, and they are, therefore, under conditions of understanding the potentialities of the same ones to facilitate the formation of socio-functional values.   

  19. Preservice Secondary Teachers Perceptions of College-Level Mathematics Content Connections with the Common Core State Standards for Mathematics

    Science.gov (United States)

    Olson, Travis A.

    2016-01-01

    Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to…

  20. Foreword to the Special Focus on Mathematics, Data and Knowledge

    KAUST Repository

    Chen, Xiaoyu

    2013-12-01

    There is a growing interest in applying mathematical theories and methods from topology, computational geometry, differential equations, fluid dynamics, quantum statistics, etc. to describe and to analyze scientific regularities of diverse, massive, complex, nonlinear, and fast changing data accumulated continuously around the world and in discovering and revealing valid, insightful, and valuable knowledge that data imply. With increasingly solid mathematical foundations, various methods and techniques have been studied and developed for data mining, modeling, and processing, and knowledge representation, organization, and verification; different systems and mechanisms have been designed to perform data-intensive tasks in many application fields for classification, predication, recommendation, ranking, filtering, etc. This special focus of Mathematics in Computer Science is organized to stimulate original research on the interaction of mathematics with data and knowledge, in particular the exploration of new mathematical theories and methodologies for data modeling and analysis and knowledge discovery and management, the study of mathematical models of big data and complex knowledge, and the development of novel solutions and strategies to enhance the performance of existing systems and mechanisms for data and knowledge processing. The present foreword provides a short review of some key ideas and techniques on how mathematics interacts with data and knowledge, together with a few selected research directions and problems and a brief introduction to the four papers published in the focus. © 2013 Springer Basel.

  1. Mitigating the Mathematical Knowledge Gap between High School and First Year University Chemical Engineering Mathematics Course

    Science.gov (United States)

    Basitere, Moses; Ivala, Eunice

    2015-01-01

    This paper reports on a study carried out at a University of Technology, South Africa, aimed at identifying the existence of the mathematical knowledge gap and evaluating the intervention designed to bridge the knowledge gap amongst students studying first year mathematics at the Chemical Engineering Extended Curriculum Program (ECP). In this…

  2. Theoretical Framework of Researcher Knowledge Development in Mathematics Education

    Science.gov (United States)

    Kontorovich, Igor'

    2016-01-01

    The goal of this paper is to present a framework of researcher knowledge development in conducting a study in mathematics education. The key components of the framework are: knowledge germane to conducting a particular study, processes of knowledge accumulation, and catalyzing filters that influence a researcher's decision making. The components…

  3. Preschool children's mathematical knowledge: The effect of teacher "math talk.".

    Science.gov (United States)

    Klibanoff, Raquel S; Levine, Susan C; Huttenlocher, Janellen; Vasilyeva, Marina; Hedges, Larry V

    2006-01-01

    This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year. Copyright 2006 APA, all rights reserved.

  4. Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

    Science.gov (United States)

    Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

    2018-01-01

    Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

  5. Licensure tests for special education teachers: how well they assess knowledge of reading instruction and mathematics.

    Science.gov (United States)

    Stotsky, Sandra

    2009-01-01

    To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

  6. Mathematical knowledge in teaching of fraction concepts using diagrammatical approach

    Science.gov (United States)

    Veloo, Palanisamy Kathir; Puteh, Marzita

    2017-05-01

    Teachers need various types of knowledge in order to deliver various fraction concepts at elementary level. In this paper, Balls' framework (2008) or, Mathematical Knowledge for Teaching (MKT) is used as benchmark guideline. This paper investigates and explores component of MKT knowledge among eight experienced teachers of the primary school. Data was collected using paper pencil test, interview and video recording. This paper, narrowed to teacher's knowledge and their practices while teaching of various fractions concepts using diagrammatical approach in present of MKT. The data gathered from teachers were analyzed using thematic analysis techniques. The results indicated that teachers lack various components of MKT knowledge as a proposal by various researchers and assumed that teaching as procedural more than enough due to lack of deep understanding of mathematics and the various types of MKT is not required due to the present of practices in the mathematics classroom.

  7. Using Delphi Methodology to Design Assessments of Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Manizade, Agida Gabil; Mason, Marguerite M.

    2011-01-01

    Descriptions of methodologies that can be used to create items for assessing teachers' "professionally situated" knowledge are lacking in mathematics education research literature. In this study, researchers described and used the Delphi method to design an instrument to measure teachers' pedagogical content knowledge. The instrument focused on a…

  8. Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function

    Science.gov (United States)

    Steele, Michael D.; Hillen, Amy F.; Smith, Margaret S.

    2013-01-01

    This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the…

  9. Structuring Mathematical Context by Means of Problems: A Mechanism for Achieving Effective Knowledge in Higher Educatio

    OpenAIRE

    Eloy Guerrero Seide

    2004-01-01

    This article summarizes the results obtained in an exploratory and comparative study of two ways of structuring the mathematical content of a B.S. program in Agronomic Engineering at Guantanamo University, Cuba: the formal systematization of the presentation of the knowledge, and an organization through problems. The sign test is used in the proof of the hypothesis. In a preliminary form, at least, it was demonstrated that the variant of systemic structuring of knowledge through proble...

  10. Structuring Mathematical Context by Means of Problems: A Mechanism for Achieving Effective Knowledge in Higher Educatio

    Directory of Open Access Journals (Sweden)

    Eloy Guerrero Seide

    2004-11-01

    Full Text Available This article summarizes the results obtained in an exploratory and comparative study of two ways of structuring the mathematical content of a B.S. program in Agronomic Engineering at Guantanamo University, Cuba: the formal systematization of the presentation of the knowledge, and an organization through problems. The sign test is used in the proof of the hypothesis. In a preliminary form, at least, it was demonstrated that the variant of systemic structuring of knowledge through problems is more conducive to the efficiency of the knowledge acquired by students than the structure presented by means of the logical exposition of achieved knowledge.

  11. Adaptation of mathematical educational content in e-learning resources

    Directory of Open Access Journals (Sweden)

    Yuliya V. Vainshtein

    2017-01-01

    Full Text Available Modern trends in the world electronic educational system development determine the necessity of adaptive learning intellectual environments and resources’ development and implementation. An upcoming trend in improvement the quality of studying mathematical disciplines is the development and application of adaptive electronic educational resources. However, the development and application experience of adaptive technologies in higher education is currently extremely limited and does not imply the usage flexibility. Adaptive educational resources in the electronic environment are electronic educational resources that provide the student with a personal educational space, filled with educational content that “adapts” to the individual characteristics of the students and provides them with the necessary information.This article focuses on the mathematical educational content adaptation algorithms development and their implementation in the e-learning system. The peculiarity of the proposed algorithms is the possibility of their application and distribution for adaptive e-learning resources construction. The novelty of the proposed approach is the three-step content organization of the adaptive algorithms for the educational content: “introductory adaptation of content”, “the current adaptation of content”, “estimative and a corrective adaptation”. For each stage of the proposed system, mathematical algorithms for educational content adaptation in adaptive e-learning resources are presented.Due to the high level of abstraction and complexity perception of mathematical disciplines, educational content is represented in the various editions of presentation that correspond to the levels of assimilation of the course material. Adaptation consists in the selection of the optimal edition of the material that best matches the individual characteristics of the student. The introduction of a three-step content organization of the adaptive

  12. Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science

    Science.gov (United States)

    Cady, Jo Ann; Rearden, Kristin

    2007-01-01

    This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…

  13. Exploiting prior knowledge of English, Mathematics and Chemistry ...

    African Journals Online (AJOL)

    This paper explores prior knowledge with the view to enhancing the study of French. Juxtaposing sentences in French and English to underscore syntactic differences and similarities, the paper attributes numerical values to nouns and adjectives in French in order to demonstrate the mathematical imbalance and lack of ...

  14. Can improving teachers' knowledge of mathematics lead to gains in ...

    African Journals Online (AJOL)

    10218122

    2015-08-05

    Aug 5, 2015 ... Wits School of Education, Faculty of Humanities, University of the Witwatersrand, South Africa ... and Science Study (TIMSS), Programme for International Student Assessment (PISA), Southern Africa .... (2012) report the effects of a study in which middle ... existing knowledge of the mathematics at hand.

  15. Grade 7 teachers' and prospective teachers' content knowledge of ...

    African Journals Online (AJOL)

    Erna Kinsey

    and media with which instruction and assessment are carried out (cur- ricular knowledge). .... school mathematics teachers and prospective elementary school ma- thematics ..... behavioural and social sciences and education. Washington, DC ...

  16. Examination of Pre-Service Mathematics Teachers' Knowledge of Teaching Function Concept

    Science.gov (United States)

    Tasdan, Berna Tataroglu; Koyunkaya, Melike Yigit

    2017-01-01

    Teaching of mathematics could be improved with teachers who have a strong mathematical knowledge and have an ability to reflect this knowledge on their teaching. Therefore, it is important to develop mathematics teachers' theoretical and pedagogical knowledge. This study was designed to examine pre-service secondary mathematics teachers' (PSMT)…

  17. Development of Pre-Service Physics Teachers' Pedagogical Content Knowledge (PCK) throughout Their Initial Training

    Science.gov (United States)

    Karal, Isik Saliha; Alev, Nedim

    2016-01-01

    The purpose of this study was to investigate the development of pre-service physics teachers' pedagogical content knowledge (PCK) on the subject of electricity and magnetism after their completion of physics and mathematics courses. A descriptive longitudinal development research was carried out with 13 pre-service teachers (PTs) who completed…

  18. Pedagogical Content Knowledge and Educational Cases in Computer Science: an Exploration

    NARCIS (Netherlands)

    Koppelman, Hermannus

    2008-01-01

    The concept of pedagogical content knowledge has been explored in the context of several disciplines, such as mathematics, medicine and chemistry. In this paper the concept is explored and applied to the subject matter of computer science, in particular to the sub domain of building UML class

  19. A Study of Strengthening Secondary Mathematics Teachers' Knowledge of Statistics and Probability via Professional Development

    Science.gov (United States)

    DeVaul, Lina

    2017-01-01

    A professional development program (PSPD) was implemented to improve in-service secondary mathematics teachers' content knowledge, pedagogical knowledge, and self-efficacy in teaching secondary school statistics and probability. Participants generated a teaching resource website at the conclusion of the PSPD program. Participants' content…

  20. A Model of Professional Competences in Mathematics to Update Mathematical and Didactic Knowledge of Teachers

    Science.gov (United States)

    Díaz, Verónica; Poblete, Alvaro

    2017-01-01

    This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an…

  1. Pedagogical Content Knowledge and Preparation of High School Physics Teachers

    Science.gov (United States)

    Etkina, Eugenia

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

  2. Epistemological Beliefs of Prospective Preschool Teachers and Their Relation to Knowledge, Perception, and Planning Abilities in the Field of Mathematics: A Process Model

    Science.gov (United States)

    Dunekacke, Simone; Jenßen, Lars; Eilerts, Katja; Blömeke, Sigrid

    2016-01-01

    Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers' mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers' perception and planning…

  3. PEDAGOGICAL STRATEGIES AND CONTENT KNOWLEDGE IN 92 ENGLISH FOR MATHS LECTURE IN CONTENT-BASED INSTRUCTION TEACHING

    Directory of Open Access Journals (Sweden)

    Ayu Fitrianingsih

    2017-12-01

    Full Text Available This study was intended to find the pedagogical strategies applied by the teacher in the teaching learning process and to know teacher‘s content knowledge, how teacher need to understand the subject matter taught. This study was carried out in English for Math lecture of Mathematics education study program IKIP PGRI Bojonegoro which involved the teacher and the students as the respondent. This study is under qualitative case study. In collecting the data, questionnaire, observation and interview were conducted to get detail information of the issues. The result reveals: 1 the teacher combines some methods such as cooperative learning, problem-based learning and task-based learning to get the students enthusiasm; 2 based on teacher‘s educational background, although the teacher graduated from Bachelor Degree of Mathematics Education but she was able to combine English teaching through mathematics content very well. It can be concluded that Teacher‘s pedagogical strategy and content knowledge is very important in the application of content-based instruction teaching and learning.

  4. What’s Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement

    OpenAIRE

    Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.

    2014-01-01

    © 2014 AERA. Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multisite longitudinal data. We find that preschool mathematics ability predicts ...

  5. Socioscientific Argumentation: The effects of content knowledge and morality

    Science.gov (United States)

    Sadler, Troy D.; Donnelly, Lisa A.

    2006-10-01

    Broad support exists within the science education community for the incorporation of socioscientific issues (SSI) and argumentation in the science curriculum. This study investigates how content knowledge and morality contribute to the quality of SSI argumentation among high school students. We employed a mixed-methods approach: 56 participants completed tests of content knowledge and moral reasoning as well as interviews, related to SSI topics, which were scored based on a rubric for argumentation quality. Multiple regression analyses revealed no statistically significant relationships among content knowledge, moral reasoning, and argumentation quality. Qualitative analyses of the interview transcripts supported the quantitative results in that participants very infrequently revealed patterns of content knowledge application. However, most of the participants did perceive the SSI as moral problems. We propose a “Threshold Model of Knowledge Transfer” to account for the relationship between content knowledge and argumentation quality. Implications for science education are discussed.

  6. What's Past Is Prologue: Relations between Early Mathematics Knowledge and High School Achievement

    Science.gov (United States)

    Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.

    2014-01-01

    Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at…

  7. Elementary Preservice Teachers' and Elementary Inservice Teachers' Knowledge of Mathematical Modeling

    Science.gov (United States)

    Schwerdtfeger, Sara

    2017-01-01

    This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through…

  8. The mathematical knowledge of physics graduates: Primary data and conclusions

    Science.gov (United States)

    Breitenberger, Ernst

    1992-04-01

    Systematic observations were made of the mathematical knowledge of physics students from the U.S. and other countries during their first years of graduate study at Ohio University. It was found that all were deficient in general and in ``modern'' mathematical concepts, and in problem-solving skills. Sizable fractions of them did not even possess adequate concepts of ``derivative,'' ``integration,'' and ``truth.'' Nearly all were limited to some familiarity with rather elementary calculus, and with equally elementary differential and linear equations, but they showed some ability and a pronounced willingness to perform manipulations. Roughly, they regarded mathematics as mechanical method, not as constructive thinking. In view of the significantly higher levels of mathematical fluency demanded by contemporary advances in physics and in computer usage, none of these students was adequately prepared for future-oriented study, or for research and employment in physics and related areas at the close of the 20th century. It is intended to discuss the likely causes of this state of affairs elsewhere with a view toward remedial actions.

  9. Technological Pedagogical Content Knowledge -- A Review of the Literature

    Science.gov (United States)

    Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

    2013-01-01

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

  10. Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach

    Science.gov (United States)

    Veselovsky, Aleksandra

    2017-01-01

    Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their…

  11. Teaching programming in secundary school: a pedagogical content knowledge perspective

    NARCIS (Netherlands)

    Saeli, M.; Perrenet, J.C.; Jochems, W.M.G.; Zwaneveld, B.

    2011-01-01

    The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the

  12. An Investigation of Mathematical Knowledge Related to Mathematics Teachers' Basic Concepts in Sets Unit

    Directory of Open Access Journals (Sweden)

    Nurullah YAZICI

    2017-05-01

    Full Text Available This research was conducted in order to examine the subject matter of Mathematics teachers in the context of "Mathematical Knowledge For Teaching" (MKT model of "Basic Concepts in Sets" which is the first topic of the 9th class "Sets". The study group, which is one of the qualitative research methods, used the case study design, constitutes 5 mathematics teachers who work in different education levels (primary and secondary education in the academic year of 2015-2016. Open-ended questions and semi-structured interview form developed by the researcher were used for data collection. A descriptive analysis technique was used to analyze the data obtained through interviews. While analyzing the data, teacher and student textbooks, which were prepared by the Ministry of National Education for the purpose of teaching in 2015-2016 academic year, were taken as a reference. According to the research findings, it was determined that the teachers had deficiencies in the subject field of "Basic Concepts in the Sets" and had superficial knowledge rather than in depth knowledge.

  13. A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

    Science.gov (United States)

    Lin, Jing-Wen

    2017-01-01

    This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

  14. Impact of a required pharmaceutical calculations course on mathematics ability and knowledge retention.

    Science.gov (United States)

    Hegener, Michael A; Buring, Shauna M; Papas, Elizabeth

    2013-08-12

    To assess doctor of pharmacy (PharmD) students' mathematics ability by content area before and after completing a required pharmaceutical calculations course and to analyze changes in scores. A mathematics skills assessment was administered to 2 cohorts of pharmacy students (class of 2013 and 2014) before and after completing a pharmaceutical calculations course. The posttest was administered to the second cohort 6 months after completing the course to assess knowledge retention. Both cohorts performed significantly better on the posttest (cohort 1, 13% higher scores; cohort 2, 15.9% higher scores). Significant improvement on posttest scores was observed in 6 of the 10 content areas for cohorts 1 and 2. Both cohorts scored lower in percentage calculations on the posttest than on the pretest. A required, 1-credit-hour pharmaceutical calculations course improved PharmD students' overall ability to perform fundamental and application-based calculations.

  15. Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

    Science.gov (United States)

    Lowery, Maye Norene Vail

    1998-12-01

    The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning

  16. The construction of new mathematical knowledge in classroom interaction an epistemological perspective

    CERN Document Server

    Steinbring, Heinz

    2005-01-01

    Mathematics is generally considered as the only science where knowledge is uni­ form, universal, and free from contradictions. „Mathematics is a social product - a 'net of norms', as Wittgenstein writes. In contrast to other institutions - traffic rules, legal systems or table manners -, which are often internally contradictory and are hardly ever unrestrictedly accepted, mathematics is distinguished by coherence and consensus. Although mathematics is presumably the discipline, which is the most differentiated internally, the corpus of mathematical knowledge constitutes a coher­ ent whole. The consistency of mathematics cannot be proved, yet, so far, no contra­ dictions were found that would question the uniformity of mathematics" (Heintz, 2000, p. 11). The coherence of mathematical knowledge is closely related to the kind of pro­ fessional communication that research mathematicians hold about mathematical knowledge. In an extensive study, Bettina Heintz (Heintz 2000) proposed that the historical develo...

  17. Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

    Science.gov (United States)

    Lederman, Norman G.; Gess-Newsome, Julie

    1992-01-01

    Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

  18. What's Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement.

    Science.gov (United States)

    Watts, Tyler W; Duncan, Greg J; Siegler, Robert S; Davis-Kean, Pamela E

    2014-10-01

    Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, nor have they investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multi-site longitudinal data. We find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics. Moreover, we find that growth in mathematical ability between age 54 months and first grade is an even stronger predictor of adolescent mathematics achievement. These results demonstrate the importance of pre-kindergarten mathematics knowledge and early math learning for later achievement.

  19. What’s Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement

    Science.gov (United States)

    Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.

    2015-01-01

    Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, nor have they investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multi-site longitudinal data. We find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics. Moreover, we find that growth in mathematical ability between age 54 months and first grade is an even stronger predictor of adolescent mathematics achievement. These results demonstrate the importance of pre-kindergarten mathematics knowledge and early math learning for later achievement. PMID:26806961

  20. Emphasis on Conceptual Knowledge and Its Impact on Mathematics Anxiety for Community College Students

    Science.gov (United States)

    Khoule, Alioune

    2013-01-01

    The study investigated the relationship between conceptual knowledge and mathematics anxiety of remedial mathematics students in an urban community college. The impact that conceptual understanding has on mathematics achievement was also examined. The study sample consisted of 105 remedial mathematics students from four elementary algebra courses.…

  1. On the Relationships between (Relatively) Advanced Mathematical Knowledge and (Relatively) Advanced Problem-Solving Behaviours

    Science.gov (United States)

    Koichu, Boris

    2010-01-01

    This article discusses an issue of inserting mathematical knowledge within the problem-solving processes. Relatively advanced mathematical knowledge is defined in terms of "three mathematical worlds"; relatively advanced problem-solving behaviours are defined in terms of taxonomies of "proof schemes" and "heuristic behaviours". The relationships…

  2. THE TEACHING OF MATHEMATICS WITH MEDIATING TOOLS: MOODLE WITH GEOGEBRA AND WEBQUEST FOR THE LEARNING OF MATHEMATICAL KNOWLEDGE

    Directory of Open Access Journals (Sweden)

    Graciela Aluizio Reali

    2013-07-01

    Full Text Available Much has been thought through about how to make the teaching and learning of scientific content more significant in order to collaborate with education. In this sense, it is up to the teacher to know aspects of human behavior to mediate and facilitate the interpretation of incoming information to students so that this information is transformed into knowledge. Therefore, the educator has seen its role as a transmitter of information turning into a facilitator of the transformation of this information into knowledge, a process that depends on both the teacher and the student. Thus, this work presents some aspects related to the teaching and learning of mathematics, highlighting the use of information and communication technologies (ICTs as mediating and helpful tools of learning. It also presents a virtual learning environment, Moodle, which comprehends Geogebra software, presented in a WebQuest so that together they may be used in the future for the teaching and learning of mathematics in Ourinhos- Fatec Technology College, São Paulo- - Brazil. It is expected, by means of this work, to contribute to discussions and reflections on some emblematic issues of this new practice and mode, as well as disseminate and encourage the use of Geogebra application.

  3. Exploring links between foundation phase teachers’ content knowledge and their example spaces

    Directory of Open Access Journals (Sweden)

    Samantha Morrison

    2013-12-01

    Full Text Available This paper explores two foundation phase teachers’ example spaces (a space in the mind where examples exist when teaching number-related topics in relation to snapshots of their content knowledge (CK. Data was collected during a pilot primary maths for teaching course that included assessments of teacher content knowledge (CK. An analysis of a content-knowledge focused pre-test developed for the larger study indicated a relatively high score for one teacher and a low score for the other. Using Rowland’s (2008 framework, an analysis of classroom practice showed associations between a higher CK and the extent of a teacher’s example space and more coherent connections between different representational forms. Although no hard claims or generalisations of the link between teachers’ example spaces and their level of mathematics content knowledge can be made here, this study reinforces evidence of the need to increase teachers’ CK from a pedagogic perspective in order to raise the level of mathematics teaching and learning in the South African landscape.

  4. Technological Pedagogical Content Knowledge - a review of the literature

    NARCIS (Netherlands)

    Voogt, Joke; Fisser, Petra; Pareja Roblin, N.N.; Tondeur, J.; van Braak, J.

    2013-01-01

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful

  5. Pedagogical content knowledge and preparation of high school physics teachers

    OpenAIRE

    Eugenia Etkina

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK). The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is t...

  6. A Framework for Proofs and Refutations in School Mathematics: Increasing Content by Deductive Guessing

    Science.gov (United States)

    Komatsu, Kotaro

    2016-01-01

    The process of proofs and refutations described by Lakatos is essential in school mathematics to provide students with an opportunity to experience how mathematical knowledge develops dynamically within the discipline of mathematics. In this paper, a framework for describing student processes of proofs and refutations is constructed using a set of…

  7. Task Modification and Knowledge Utilization by Korean Prospective Mathematics Teachers

    Science.gov (United States)

    Lee, Kyeong-Hwa; Lee, Eun-Jung; Park, Min-Sun

    2016-01-01

    It has been asserted that mathematical tasks play a critical role in the teaching and learning of mathematics. Modification of tasks included in intended curriculum materials, such as textbooks, can be an effective activity for prospective teachers to understand the role of mathematical tasks in the teaching and learning of mathematics; designing…

  8. The Key to Enhancing Students' Mathematical Vocabulary Knowledge

    Science.gov (United States)

    Riccomini, Paul J.; Sanders, Sharon; Jones, Julie

    2008-01-01

    The importance of learning mathematical vocabulary is vital for the development of proficiency in mathematics. In an effort to improve students' mathematical performance, educators must use research-validated instructional methods to teach important mathematical vocabulary. Mnemonic instruction is a set of evidenced-based strategies used to…

  9. Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

    Science.gov (United States)

    Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

    2013-01-01

    Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

  10. Mathematics as an Im/Pure Knowledge System: Symbiosis, (W)Holism and Synergy in Mathematics Education

    Science.gov (United States)

    Luitel, Bal Chandra

    2013-01-01

    The problem of culturally decontextualised mathematics education faced by Nepali students, teachers and teacher educators has often been oriented by the view of the nature of "mathematics as a body of pure knowledge," which gives rise to an exclusive emphasis on an ideology of singularity, epistemology of objectivism, language of…

  11. 5e$^{x+y}$: Searching over Mathematical Content in Digital Libraries

    CERN Document Server

    Oviedo, Arthur; Aberer, Karl

    2015-01-01

    This paper presents 5 e x + y , a system that is able to extract, index and query mathematical content expressed as math- ematical expressions, complementing the CERN Document Server (CDS)[5]. We present the most important aspects of its design, our approach to model the relevant features of the mathematical content, and provide a demonstration of its searching capabilities.

  12. Informal Content and Student Note-Taking in Advanced Mathematics Classes

    Science.gov (United States)

    Fukawa-Connelly, Timothy; Weber, Keith; Mejía-Ramos, Juan Pablo

    2017-01-01

    This study investigates 3 hypotheses about proof-based mathematics instruction: (a) that lectures include informal content (ways of thinking and reasoning about advanced mathematics that are not captured by formal symbolic statements), (b) that informal content is usually presented orally but not written on the board, and (c) that students do not…

  13. AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

    Directory of Open Access Journals (Sweden)

    Tengku Nor Rizan Tengku Mohamad Maasum

    2012-01-01

    Full Text Available Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers’ pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.

  14. Interference thinking in constructing students’ knowledge to solve mathematical problems

    Science.gov (United States)

    Jayanti, W. E.; Usodo, B.; Subanti, S.

    2018-04-01

    This research aims to describe interference thinking in constructing students’ knowledge to solve mathematical problems. Interference thinking in solving problems occurs when students have two concepts that interfere with each other’s concept. Construction of problem-solving can be traced using Piaget’s assimilation and accommodation framework, helping to know the students’ thinking structures in solving the problems. The method of this research was a qualitative method with case research strategy. The data in this research involving problem-solving result and transcripts of interviews about students’ errors in solving the problem. The results of this research focus only on the student who experience proactive interference, where student in solving a problem using old information to interfere with the ability to recall new information. The student who experience interference thinking in constructing their knowledge occurs when the students’ thinking structures in the assimilation and accommodation process are incomplete. However, after being given reflection to the student, then the students’ thinking process has reached equilibrium condition even though the result obtained remains wrong.

  15. Pedagogical Content Knowledge in Indonesian English Language Teaching

    Directory of Open Access Journals (Sweden)

    Faisal Faisal

    2015-12-01

    Full Text Available –This paper considers the pedagogical content knowledge (PCKthat Indonesian teachers require to implement the 2013 Curriculum and develop their junior high school learner’s written English effectively, as mandated by the Regulation Number 16/2007. Based on the commonalities of the PCK components in international and Indonesian teaching of English as a foreign language, the components of PCK comprise knowledge of learners, subject matter, general pedagogy, and curriculum. Following manifest-latent content analysis principles, this study identified that this regulation defines and derives the concept of PCK into what it calls teachers’ four competencies, namely pedagogical, professional, personal, and social competencies.

  16. Minimalism as a Guiding Principle: Linking Mathematical Learning to Everyday Knowledge

    Science.gov (United States)

    Inoue, Noriyuki

    2008-01-01

    Studies report that students often fail to consider familiar aspects of reality in solving mathematical word problems. This study explored how different features of mathematical problems influence the way that undergraduate students employ realistic considerations in mathematical problem solving. Incorporating familiar contents in the word…

  17. What Math Matters? Types of Mathematics Knowledge and Relationships to Methods Course Performance

    Science.gov (United States)

    Kajander, Ann; Holm, Jennifer

    2016-01-01

    This study investigated the effect of a departmental focus on enhanced mathematics knowledge for teaching on overall performance in upper elementary mathematics methods courses. The study examined the effect of performance on a new course in mathematics for teaching on performance at the methods course level. In addition, the effect of performance…

  18. Rethinking Teacher Preparation: Conceptualizing Skills and Knowledge of Novice Teachers of Secondary Mathematics

    Science.gov (United States)

    Cummings, Margarita Borelli

    2010-01-01

    This dissertation examines the extent to which novice secondary mathematics teachers (licensed and currently teaching in Utah) perceive they are prepared to do the work of teaching secondary mathematics. It first examined if novice secondary mathematics teachers' perceptions of their knowledge and skills of doing their work fell into four…

  19. Orienteering in Knowledge Spaces: The Hyperbolic Geometry of Wikipedia Mathematics

    Science.gov (United States)

    Leibon, Gregory; Rockmore, Daniel N.

    2013-01-01

    In this paper we show how the coupling of the notion of a network with directions with the adaptation of the four-point probe from materials testing gives rise to a natural geometry on such networks. This four-point probe geometry shares many of the properties of hyperbolic geometry wherein the network directions take the place of the sphere at infinity, enabling a navigation of the network in terms of pairs of directions: the geodesic through a pair of points is oriented from one direction to another direction, the pair of which are uniquely determined. We illustrate this in the interesting example of the pages of Wikipedia devoted to Mathematics, or “The MathWiki.” The applicability of these ideas extends beyond Wikipedia to provide a natural framework for visual search and to prescribe a natural mode of navigation for any kind of “knowledge space” in which higher order concepts aggregate various instances of information. Other examples would include genre or author organization of cultural objects such as books, movies, documents or even merchandise in an online store. PMID:23844017

  20. Orienteering in knowledge spaces: the hyperbolic geometry of Wikipedia Mathematics.

    Directory of Open Access Journals (Sweden)

    Gregory Leibon

    Full Text Available In this paper we show how the coupling of the notion of a network with directions with the adaptation of the four-point probe from materials testing gives rise to a natural geometry on such networks. This four-point probe geometry shares many of the properties of hyperbolic geometry wherein the network directions take the place of the sphere at infinity, enabling a navigation of the network in terms of pairs of directions: the geodesic through a pair of points is oriented from one direction to another direction, the pair of which are uniquely determined. We illustrate this in the interesting example of the pages of Wikipedia devoted to Mathematics, or "The MathWiki." The applicability of these ideas extends beyond Wikipedia to provide a natural framework for visual search and to prescribe a natural mode of navigation for any kind of "knowledge space" in which higher order concepts aggregate various instances of information. Other examples would include genre or author organization of cultural objects such as books, movies, documents or even merchandise in an online store.

  1. Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

    Science.gov (United States)

    Rollnick, Marissa

    2017-08-01

    This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

  2. Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator

    Science.gov (United States)

    Liu, Siping

    2013-01-01

    This single-case study focuses on the pedagogical content knowledge (PCK) of a university faculty member teaching Second Language Acquisition to elementary teacher candidates. The research questions address the pattern and development of PCK for ESL teaching. Based on data from classroom observation, interviews and document review, the study finds…

  3. Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

    Science.gov (United States)

    Demirdögen, Betül

    2016-01-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

  4. Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

    Science.gov (United States)

    Hsu, Chung-Yuan; Liang, Jyh-Chong; Chai, Ching-Sing; Tsai, Chin-Chung

    2013-01-01

    Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two new questionnaires, namely the Technological…

  5. Generating pedagogical content knowledge in teacher education students

    NARCIS (Netherlands)

    van den Berg, Ed

    2015-01-01

    Some pre-service teaching activities can contribute much to the learning of pedagogical content knowledge (PCK) and subsequent teaching as these activities are generating PCK within the pre-service teacher's own classroom. Three examples are described: preparing exhibitions of science experiments,

  6. Programming : teachers and pedagogical content knowledge in the Netherlands

    NARCIS (Netherlands)

    Saeli, M.; Perrenet, J.C.; Jochems, W.M.G.; Zwaneveld, B.

    2012-01-01

    In this article we report about a study to assess Dutch teachers’ Pedagogical Content Knowledge (PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher PCK Analyser (OTPA). The

  7. Exploring the role of content knowledge in teacher design conversations

    NARCIS (Netherlands)

    Boschman, F.B.; McKenney, Susan; Pieters, Julius Marie; Voogt, Joke

    2016-01-01

    This study investigated the role of content knowledge in conversations of kindergarten teachers during collaborative curriculum design of learning material for technology-enhanced learning. Two teams of teachers received support from an early literacy expert during these design activities. Resulting

  8. Knowledge Retention of Exercise Physiology Content between Athletes and Nonathletes

    Science.gov (United States)

    Clark, Brian; Webster, Collin; Druger, Marvin

    2006-01-01

    Based on the idea that learning is linked to personal relevance, this study examined knowledge retention of exercise physiology content between college athletes and nonathletes. No differences were observed between the groups. These findings have implications on understanding the relationship between personal relevance and memory. (Contains 1…

  9. Does Teachers' Pedagogical Content Knowledge Affect Their Fluency Instruction?

    Science.gov (United States)

    Van den Hurk, H. T. G.; Houtveen, A. A. M.; Van de Grift, W. J. C. M.

    2017-01-01

    The relation is studied between teachers' pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation…

  10. AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

    Directory of Open Access Journals (Sweden)

    Tengku Nor Rizan Tengku Mohamad Maasum

    2012-01-01

    Full Text Available Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy

  11. Elementary School Quality: The Mathematics Curriculum and the Role of Local Knowledge.

    Science.gov (United States)

    Balfanz, Robert

    This report considers how the mathematical knowledge children develop on their own outside of formal school instruction can be used to increase the distribution and level of mathematical knowledge attained by students in grades K-3. Included are preliminary results of an investigation of the counting and calculating abilities brought to…

  12. A Review of Gamification in Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Prabawa, H. W.

    2017-02-01

    This paper review 10 papers that relating to gamification adoption in developing technological pedagogical content knowledge (TPACK) framework. Technological developments lately led to the trend of increased use of ICT in the learning process, one of which is gamification. Gamification is the concept of applying game mechanics and game design techniques to engage and motivate people to achieve their goals. Gamification in education as an intersection of learning and fun. The problem is that not all game’s attributes suitable for use in presents a teaching material. TPACK is a framework for the teacher that described a complex interaction among three bodies of knowledge : content, pedagogy and technology. TPACK engagement has an impact on the teacher mastery in dimension of teaching material content, in addition to improve teachers skill in developing technology in classroom learning.

  13. Comparing Primary Student Teachers' Attitudes, Subject Knowledge and Pedagogical Content Knowledge Needs in a Physics Activity

    Science.gov (United States)

    Johnston, Jane; Ahtee, Maija

    2006-01-01

    This research explores and compares primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students…

  14. Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11.

    Science.gov (United States)

    Rittle-Johnson, Bethany; Fyfe, Emily R; Hofer, Kerry G; Farran, Dale C

    2017-09-01

    Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In preschool, nonsymbolic quantity, counting, and patterning knowledge predicted fifth-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation, and patterning knowledge were the important predictors. Furthermore, the first-grade predictors mediated the relation between preschool math knowledge and fifth-grade mathematics achievement. Findings support the early math trajectories model among low-income children. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

  15. Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

    Science.gov (United States)

    Adi Putra, M. J.; Widodo, A.; Sopandi, W.

    2017-09-01

    The integrated approach refers to the stages of pupils’ psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.

  16. Environmental Print Activities for Teaching Mathematics and Content Areas.

    Science.gov (United States)

    Rule, Audrey C., Ed.; McIntyre, Sandra, Ed.; Ranous, Meg, Ed.

    Twenty-three mathematics activities that use environmental print materials are presented, along with two activities that focus on music education, one that highlights history concepts, and five science activities. The environmental print materials are words and images cut from food or other product packaging and mounted on mat board cards.…

  17. Historical behavior of the teaching process learning of the basic mathematical contents in the initial formation of the Mathematics teacher

    Directory of Open Access Journals (Sweden)

    Yamila Medina-Sánchez

    2017-04-01

    Full Text Available The pedagogical universities in their different denominations, whether as Pedagogical Higher Institutes, Pedagogical Sciences Universities or Eastern University, have had in their center, the training of the teacher in their different specialties. The Mathematics teacher has been the result of training models and curricula in correspondence with the historical moment to which they have responded, all with the purpose of preparing them to impart the mathematical content in the educations that constitute action scenarios. The objective of this paper is to analyze the historical behavior of the learning process of the basic mathematical contents in the training process, because it is understood as the fundamental basis for achieving the objectives. For its development were taken into account the logical historical method, the interview, the survey and the documentary analysis.

  18. A Framework for Teachers' Knowledge of Mathematical Reasoning

    Science.gov (United States)

    Herbert, Sandra

    2014-01-01

    Exploring and developing primary teachers' understanding of mathematical reasoning was the focus of the "Mathematical Reasoning Professional Learning Research Program." Twenty-four primary teachers were interviewed after engagement in the first stage of the program incorporating demonstration lessons focused on reasoning conducted in…

  19. Distributed Leadership: Key to Improving Primary Students' Mathematical Knowledge

    Science.gov (United States)

    Larson, Matthew R.; Smith, Wendy M.

    2013-01-01

    The purpose of this article is to present the findings of a quantitative study focused on primary mathematics teachers who participated in an intensive professional development program and then had leadership responsibility for the implementation of a new primary mathematics curriculum in their district. The study examines the effect of the…

  20. USE DIFFERENT LANGUAGES OF KNOWLEDGE REPRESENTATION AS A FACTOR OF MATHEMATICS EDUCATION HUMANIZATION

    Directory of Open Access Journals (Sweden)

    E. Sagan

    2014-04-01

    Full Text Available A lot of educational projects get no further development primarily due to the lack of competent academic staff. It is not only the professional knowledge, abilities and skills, but also the ability to perceive educational innovations and ability to implement them. With regard to the mathematics education the most urgent is the problem of humanization, which appears in the ratio of scientific knowledge, national and cultural revival, issues of values and new type of education content. The problem of humanizing of mathematical education isexamined in the article, in particular in the field of training ofpedagogical personnels. As for the serve of mathematicalmaterial the language of formal logic, that is regulated by thesecond alarm system, is used, it results in the deficit ofinformation of the first alarm system, that is responsible forperception, imagination, supervision, experience. Logical isthe use of such methods serves of information, thatmaximally use both сигнальних systems of man. It issuggested one of directions of upgrading of educating tomathematics of future teachers except the traditionallanguage of formal logic to use the alternative languages ofserve of material : language of semantic networks, languageof the system of frames, language of productional.

  1. Investigation of Technological Pedagogy Content Knowledge of Pre-Service Science and Technology Teachers

    OpenAIRE

    Bayram AKARSU; Esra GÜVEN

    2014-01-01

    The purpose of this study is to investigate Technological Pedagogical Content Knowledge (TPACK) of 3rd and 4th year prospective science teachers, enrollment at the faculty of education, with respect to the technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPC), pedagogical content knowledge (PCK), and information in the technological content (TPC). These knowledge types are intersection of the sub-dimensions to determine whe...

  2. Developing practical knowledge content of emergency nursing professionals.

    Science.gov (United States)

    Chu, Wen; Hsu, Li-Ling

    2011-06-01

    There is a paucity of published research on clinical or practical nursing knowledge. The ways that nurses acquire, develop, and maintain emergency room (ER) nursing care skills is a research area, in particular, that deserves further investigation. This study examined clinical setting learning processes to better understand the practical knowledge content of ER nurses. This study used a phenomenological approach and in-depth interviews of 10 nurses. Each participant had at least 3 years of ER experience. Researchers used Moustakas' method to analyze interview data. Findings were checked for credibility, transferability, dependability, and confirmability. The authors identified four major practical knowledge themes for ER professionals. These were (a) basic emergency treatment procedure routines and symptom management; (b) disease mechanisms, pharmacodynamics, and treatment responses; (c) newly identified diseases, updated emergency treatments and techniques, and medical treatment discussions; and (d) identifying nursing values including nursing attitudes and continuing patient care. Participants in this study had experience with the first three themes and successfully combined various types of nursing knowledge in their nursing care duties. Only few participants indicated experience with the fourth theme. Findings clarify that clinical or practical knowledge in ER nurses evolves first from declarative knowledge (e.g., basic emergency treatment routines and operating procedures) to procedural knowledge (e.g., instructions from supervisors, actual practice, and drills) to conditional knowledge (e.g., observation and treatment involving direct interactions with patients). Nurses should combine and apply the various knowledge types in their nursing practice to assess comprehensively each patient's condition and administer effective treatment and service.

  3. Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

    Science.gov (United States)

    Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

    2015-01-01

    This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

  4. Content knowledge of prospective elementary school teacher for fractional concepts

    Science.gov (United States)

    Pattimukay, N.; Juniati, D.; Budiarto, M. T.

    2018-03-01

    The aim of this study was to describe the content knowledge especially the concept of fraction of prospective elementary school teacher. The purpose of this study is to describe the content knowledge, especially the concept of fraction of prospective elementary school teacher. The subject of the study was one of prospective elementary school teacher of Pattimura University. This research is qualitative research. Data were collected through the provision of tests to explore the knowledge content of primary school teacher candidates about fractional concepts. Then continued with qualitative data analysis. The results of this study are as follows: that the prospective primary school teacher defines fractions as part of the whole if an object is divided into equal parts, so that the part that has been divided is part of the whole. Furthermore, the prospective elementary school teacher understood the fractions as division shown in two ways, namely the prospective elementary school teacher understood the fraction as a division operation, the primary school teacher candidate interpreted the fraction as a division when an object is divided be part of the same. Meanwhile, the fraction as a ratio is interpreted as the relationship between a pair of numbers. Then, the denominations are interpreted as a ratio between the numerator and the denominator of the same value. The prospective elementary school teacher also understands fractions of value when simplifying fractions. Primary school teacher candidates understand the concept of fractional operations.

  5. Introducing philosophy of mathematics

    CERN Document Server

    Friend, Michele

    2014-01-01

    What is mathematics about? Does the subject-matter of mathematics exist independently of the mind or are they mental constructions? How do we know mathematics? Is mathematical knowledge logical knowledge? And how is mathematics applied to the material world? In this introduction to the philosophy of mathematics, Michele Friend examines these and other ontological and epistemological problems raised by the content and practice of mathematics. Aimed at a readership with limited proficiency in mathematics but with some experience of formal logic it seeks to strike a balance between conceptual acc

  6. Foreword to the Special Focus on Mathematics, Data and Knowledge

    KAUST Repository

    Chen, Xiaoyu; Wang, Dongming; Zhang, Xiangliang

    2013-01-01

    There is a growing interest in applying mathematical theories and methods from topology, computational geometry, differential equations, fluid dynamics, quantum statistics, etc. to describe and to analyze scientific regularities of diverse, massive

  7. Pedagogical content knowledge and preparation of high school physics teachers

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2010-08-01

    Full Text Available This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK. The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.

  8. Proof, rigour and informality : a virtue account of mathematical knowledge

    OpenAIRE

    Tanswell, Fenner Stanley

    2017-01-01

    This thesis is about the nature of proofs in mathematics as it is practiced, contrasting the informal proofs found in practice with formal proofs in formal systems. In the first chapter I present a new argument against the Formalist-Reductionist view that informal proofs are justified as rigorous and correct by corresponding to formal counterparts. The second chapter builds on this to reject arguments from Gödel's paradox and incompleteness theorems to the claim that mathematics is inherently...

  9. Design based Investigation on Construction of Mathematical Modelling Problems: Example of Financial Content

    Directory of Open Access Journals (Sweden)

    Melike TURAL SÖNMEZ

    2017-12-01

    Full Text Available The purpose of this study is to examine the construction of mathematical modelling problems process in the content of financial literacy. It is also aimed to create design proposals for construction of mathematical modelling problems. A design based research method was used in this study. The participants were three seventh grade students, six finance experts and nine mathematics education experts. Data collection tools were transcription of video and tapes group discussions, presentations and worksheets during mathematical modelling activities, and participant experts’ feedback form about mathematical modelling problems. There were three stages in this study. First stage was application of preliminary study. This stage gave information about convenience of problems to grade level, students’ timing for solution of problems, clarity of problems and students’ background about content. In second stage, finance experts commented on convenience of mathematical modelling problems to financial literacy standards. In third stage, mathematics education experts commented on convenience of problems to students’ grade level, mathematical modelling principles and seventh grade mathematics lesson objectives. They also gave suggestion on progress. The frequency value of theme in feedback forms was calculated and experts’ expressions were given as citation. It was given suggestion about stages and application of the design guide

  10. Using the "Knowledge Quartet" to Quantify Mathematical Knowledge in Teaching: The Development of a Protocol for Initial Teacher Education

    Science.gov (United States)

    Weston, Tracy L.

    2013-01-01

    This study examined trainee teachers' mathematical knowledge in teaching (MKiT) over their final year in a US Initial Teacher Education (ITE) programme. This paper reports on an exploratory methodological approach taken to use the "Knowledge Quartet" to quantify MKiT through the development of a new protocol to code trainees' teaching of…

  11. Construction of mathematical knowledge using graphic calculators (CAS) in the mathematics classroom

    Science.gov (United States)

    Hitt, Fernando

    2011-09-01

    Mathematics education researchers are asking themselves about why technology has impacted heavily on the social environment and not in the mathematics classroom. The use of technology in the mathematics classroom has not had the expected impact, as it has been its use in everyday life (i.e. cell phone). What about teachers' opinions? Mathematics teachers can be divided into three categories: those with a boundless overflow (enthusiasm) who want to use the technology without worrying much about the construction of mathematical concepts, those who reject outright the use of technology because they think that their use inhibits the development of mathematical skills and others that reflect on the balance that must exist between paper-pencil activities and use of technology. The mathematics teacher, by not having clear examples that support this last option about the balance of paper-pencil activities and technology, opt for one of the extreme positions outlined above. In this article, we show the results of research on a methodology based on collaborative learning (ACODESA) in the training of mathematics teachers in secondary schools and implementation of activities in an environment of paper-pencil and CAS in the mathematics classroom. We also note that with the development of technology on the use of electronic tablets and interactive whiteboards, these activities will take on greater momentum in the near future.

  12. A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge [Matematik Öğretmeni Adaylarının Teknolojik Pedagojik Alan Bilgilerinin Gelişimini Amaçlayan Bir Öğretim Deneyi

    Directory of Open Access Journals (Sweden)

    Melike Yiğit Koyunkaya

    2017-08-01

    Full Text Available The main purpose of this study was to examine pre-service secondary mathematics teachers’ (PSMTs levels and development of technological, pedagogical and content knowledge (TPACK. In line with this purpose, this study was designed to use teaching experiment methodology within a course. Therefore, while examining PSMTs’ development of TPACK, an appropriate teaching method that supported development of PSMTs’ TPACK was shared in this article. The participants of the study were 28 fourth grade PSMTs. The teaching experiment methodology, one of the methods of qualitative research design, was used in the study. By using this method, PSMTs were taught about how to integrate technology into mathematics education, how to use varios mathematics and geometry dynamic software, interactive applications that are used in mathematics education and various websites related to education during 16 weeks and four hours in each week. The data was collected during the experiment, and analyzed by using content analysis and document analysis methods. The results show that PSMTs’ TPACK levels were developed by applying the teaching experiment methodology. Particularly, in the activities they designed, lesson plans, reflections and free writings, it was observed that PSMTS’ skills about how to integrate technology in order to ease the learning and teaching of mathematics and utilizing it were developed. Within this context, it is thought that technology integrated courses or technology based courses should be taught in the education programs. [Bu çalışmanın temel amacı, ortaöğretim matematik öğretmeni adaylarının teknolojik pedagojik alan bilgi (TPAB düzeylerinin ve gelişimlerinin incelenmesidir. Bu amaç doğrultusunda, bu çalışma bir ders kapsamında öğretim deneyi yöntemi kullanılarak tasarlanmıştır. Çalışmanın katılımcıları, bir devlet üniversitesinin Ortaöğretim Matematik Öğretmenliği bölümünde öğrenim gören 28

  13. Mathematics Funds of Knowledge: "Sotmaute" and "Sermaute" Fish in a Torres Strait Islander Community

    Science.gov (United States)

    Ewing, Bronwyn

    2012-01-01

    The purpose of this article is to describe a project with one Torres Strait Islander Community. It provides some insights into parents' funds of knowledge that are mathematical in nature, such as sorting shells and giving fish. The idea of funds of knowledge is based on the premise that people are competent and have knowledge that has been…

  14. Eleventh-Grade High School Students' Accounts of Mathematical Metacognitive Knowledge: Explicitness and Systematicity

    Science.gov (United States)

    van Velzen, Joke H.

    2016-01-01

    Theoretically, it has been argued that a conscious understanding of metacognitive knowledge requires that this knowledge is explicit and systematic. The purpose of this descriptive study was to obtain a better understanding of explicitness and systematicity in knowledge of the mathematical problem-solving process. Eighteen 11th-grade…

  15. Investigating Level of Mathematics Knowledge for Students Attending Vocational Schools in Turkey

    Science.gov (United States)

    Colakoglu, Nurdan

    2013-01-01

    Students attend mathematics courses in Turkey for totally 11 years, throughout education life ranging from primary school to university, including eight years in primary education and three years in secondary education (four years based on new arrangement); however, level of mathematic knowledge of students is upsetting when they reach university…

  16. Investigating Lebanese Grade Seven Biology Teachers Mathematical Knowledge and Skills: A Case Study

    Science.gov (United States)

    Raad, Nawal Abou; Chatila, Hanadi

    2016-01-01

    This paper investigates Lebanese grade 7 biology teachers' mathematical knowledge and skills, by exploring how they explain a visual representation in an activity depending on the mathematical concept "Function". Twenty Lebanese in-service biology teachers participated in the study, and were interviewed about their explanation for the…

  17. Toward Developmental Trajectories: A Commentary on "Assessing Measures of Mathematical Knowledge for Teaching"

    Science.gov (United States)

    Kulikowich, Jonna M.

    2007-01-01

    Operating from multiple literature bases in cognitive psychology, mathematics education, and theoretical and applied psychometrics, Schilling, Hill and their colleagues provide a systemic approach to studying the validity of scores of mathematical knowledge for teaching. This system encompasses an array of task formats and methodologies. The…

  18. Integrating the Use of Interdisciplinary Learning Activity Task in Creating Students' Mathematical Knowledge

    Science.gov (United States)

    Mahanin, Hajah Umisuzimah Haji; Shahrill, Masitah; Tan, Abby; Mahadi, Mar Aswandi

    2017-01-01

    This study investigated the use of interdisciplinary learning activity task to construct students' knowledge in Mathematics, specifically on the topic of scale drawing application. The learning activity task involved more than one academic discipline, which is Mathematics, English Language, Art, Geography and integrating the Brunei Darussalam…

  19. Investigating Mathematics Teachers Candidates' Knowledge about Problem Solving Strategies through Problem Posing

    Science.gov (United States)

    Ünlü, Melihan

    2017-01-01

    The aim of the study was to determine mathematics teacher candidates' knowledge about problem solving strategies through problem posing. This qualitative research was conducted with 95 mathematics teacher candidates studying at education faculty of a public university during the first term of the 2015-2016 academic year in Turkey. Problem Posing…

  20. Survey Team On: Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research

    Science.gov (United States)

    Niss, Mogens; Bruder, Regina; Planas, Núria; Turner, Ross; Villa-Ochoa, Jhony Alexander

    2016-01-01

    This paper presents the outcomes of the work of the ICME 13 Survey Team on "Conceptualisation and the role of competencies, knowing and knowledge in mathematics education research". It surveys a variety of historical and contemporary views and conceptualisations of what it means to master mathematics, focusing on notions such as…

  1. Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments

    Science.gov (United States)

    Zhang, Danhui; Orrill, Chandra; Campbell, Todd

    2015-01-01

    The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an…

  2. A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices

    Science.gov (United States)

    Hughes, Sally

    2016-01-01

    This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning…

  3. The growth of mathematical knowledge --- introduction of convex bodies

    DEFF Research Database (Denmark)

    Carter, Jessica M H Grund; Hoff Kjeldsen, Tinne

    2012-01-01

    The article addresses the topic of the growth of mathematicalknowledge with a special focus on the question: How are mathematical objects introduced to mathematical practice? It takes as starting point a proposal made in a previous paper which is based on a case study on the introduction of Riemann......, which makes new definitions possible. This proposal is tested on a case study on Minkowski’s introduction of convexbodies. The conclusion is that the proposal holds also for this example. In both cases we notice that in a first stage is a close connection between the new object and the objects...

  4. The Relationship between Faculty's Pedagogical Content Knowledge and Students' Knowledge about Diversity in Online Courses

    Science.gov (United States)

    Chaudhery, Mitali

    2012-01-01

    The purpose of this proposed study will be to examine the relationship between faculty's pedagogical content knowledge and the design of online curriculum to teach students about diversity in a higher education environment. One hundred twenty-seven faculty teaching online courses at a Midwestern state will be selected on non-random sampling to…

  5. The effect of Ghanaian pre-service teachers' content knowledge on ...

    African Journals Online (AJOL)

    PROF.MIREKU

    on their mathematical knowledge for teaching basic school mathematics .... and packaged for instruction in texts, programs, media, workbooks, other forms of practice, and the like ... they began a close examination of the actual work of teaching elementary school mathematics. ..... The Statistical Package for Social. Sciences ...

  6. Mathematical subtleties and scientific knowledge: Francis Bacon and mathematics, at the crossing of two traditions.

    Science.gov (United States)

    Mori, Giuliano

    2017-03-01

    This article engages the much-debated role of mathematics in Bacon's philosophy and inductive method at large. The many references to mathematics in Bacon's works are considered in the context of the humanist reform of the curriculum studiorum and, in particular, through a comparison with the kinds of natural and intellectual subtlety as they are defined by many sixteenth-century authors, including Cardano, Scaliger and Montaigne. Additionally, this article gives a nuanced background to the 'subtlety' commonly thought to have been eschewed by Bacon and by Bacon's self-proclaimed followers in the Royal Society of London. The aim of this article is ultimately to demonstrate that Bacon did not reject the use of mathematics in natural philosophy altogether. Instead, he hoped that following the Great Instauration a kind of non-abstract mathematics could be founded: a kind of mathematics which was to serve natural philosophy by enabling men to grasp the intrinsic subtlety of nature. Rather than mathematizing nature, it was mathematics that needed to be 'naturalized'.

  7. Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge

    Science.gov (United States)

    Stohlmann, Micah; Moore, Tamara; Cramer, Kathleen; Maiorca, Cathrine

    2015-01-01

    Studies have reported that pre-service teachers often enter teacher preparation programs with beliefs and attitudes not conducive to teaching the subject conceptually. In the USA, the Common Core State Standards for Mathematics have brought a renewed focus on procedural and conceptual understanding. However, many U.S. pre-service teachers have…

  8. Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

    Science.gov (United States)

    Pusparini, F.; Riandi, R.; Sriyati, S.

    2017-09-01

    The purpose of this study is to describe preservice teacher’s learning during lecturing Animal Physiology and investigate it’s impact on preservice teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

  9. Wikis: Developing pre-service teachers’ leadership skills and knowledge of content standards

    Directory of Open Access Journals (Sweden)

    Angelia Reid-Griffin

    2016-03-01

    Full Text Available In this initial phase of our multi-year research study we set out to explore the development of leadership skills in our pre-service secondary teachers after using an online wiki, Wikispaces. This paper presents our methods for preparing a group of 13 mathematics and 3 science secondary pre-service teachers to demonstrate the essential knowledge, skills and dispositions of beginning teacher leaders. Our findings indicate the pre-service teachers' overall satisfaction with demonstrating leadership through collaborative practices. They were successful in these new roles as teacher/collaborator within the context of communication about content standards. Though the candidates participated in other collaborative tasks, this effort was noted for bringing together technology, content standards and leadership qualities that are critical for beginning teachers. Implications for addressing the preservice teachers' development of leadership skills, as they become professional teachers will be shared.

  10. Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

    Science.gov (United States)

    Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

    2017-02-01

    We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field and the inherent complexities that go with that. The results revealed that factors which involved their personal educational models, such as, how they interpret their school's curriculum, the relationship they see between physics and mathematics, the most effective strategies for teaching physics, and the time they have available to develop the topic played a significant role. The teachers considered it essential to establish new strategies that would motivate the pupils by helping them visualize the electric field.

  11. Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum.

    Science.gov (United States)

    Stage, Virginia C; Kolasa, Kathryn M; Díaz, Sebastián R; Duffrin, Melani W

    2018-01-01

    Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom. © 2018, American School Health Association.

  12. Deaf college students' mathematical skills relative to morphological knowledge, reading level, and language proficiency.

    Science.gov (United States)

    Kelly, Ronald R; Gaustad, Martha G

    2007-01-01

    This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.

  13. Knowledge-based approach to video content classification

    Science.gov (United States)

    Chen, Yu; Wong, Edward K.

    2001-01-01

    A framework for video content classification using a knowledge-based approach is herein proposed. This approach is motivated by the fact that videos are rich in semantic contents, which can best be interpreted and analyzed by human experts. We demonstrate the concept by implementing a prototype video classification system using the rule-based programming language CLIPS 6.05. Knowledge for video classification is encoded as a set of rules in the rule base. The left-hand-sides of rules contain high level and low level features, while the right-hand-sides of rules contain intermediate results or conclusions. Our current implementation includes features computed from motion, color, and text extracted from video frames. Our current rule set allows us to classify input video into one of five classes: news, weather, reporting, commercial, basketball and football. We use MYCIN's inexact reasoning method for combining evidences, and to handle the uncertainties in the features and in the classification results. We obtained good results in a preliminary experiment, and it demonstrated the validity of the proposed approach.

  14. Influence of Knowledge of Content and Students on Beginning Agriculture Teachers' Approaches to Teaching Content

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2016-01-01

    This study explored experiences of beginning agriculture teachers' approaches to teaching content. The research question guiding the study was: how does agriculture teachers' knowledge of content and students influence their process of breaking down content knowledge for teaching? The researchers employed a grounded theory approach in which five…

  15. Use of the Rasch Measurement Model to Explore the Relationship between Content Knowledge and Topic-Specific Pedagogical Content Knowledge for Organic Chemistry

    Science.gov (United States)

    Davidowitz, Bette; Potgieter, Marietjie

    2016-01-01

    Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the…

  16. Exploring the Associations among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum

    Science.gov (United States)

    Stage, Virginia C.; Kolasa, Kathryn M.; Díaz, Sebastián R.; Duffrin, Melani W.

    2018-01-01

    Background: Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Methods: Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across…

  17. Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices

    Science.gov (United States)

    Charalambous, Charalambos Y.

    2016-01-01

    Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by recruiting contrasting populations are relatively scarce. Drawing on a sample of 644 Greek-Cypriots preservice and inservice…

  18. Operationalizing Levels of Academic Mastery Based on Vygotsky's Theory: The Study of Mathematical Knowledge

    Science.gov (United States)

    Nezhnov, Peter; Kardanova, Elena; Vasilyeva, Marina; Ludlow, Larry

    2015-01-01

    The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky's theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was…

  19. Science and Mathematics Teacher Candidates' Environmental Knowledge, Awareness, Behavior and Attitudes

    Science.gov (United States)

    Yumusak, Ahmet; Sargin, Seyid Ahmet; Baltaci, Furkan; Kelani, Raphael R.

    2016-01-01

    The purpose of this study was to measure science and mathematics teacher candidates' environmental knowledge level, awareness, behavior and environmental attitudes. Four instruments comprising Environmental Sensitivity Scale, environmental Behavior Scale, Environmental Attitudes Scale and Environmental Knowledge Test were administered to a total…

  20. Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction

    Science.gov (United States)

    Turner, Erin E.; Foote, Mary Q.; Stoehr, Kathleen Jablon; McDuffie, Amy Roth; Aguirre, Julia Maria; Bartell, Tonya Gau; Drake, Corey

    2016-01-01

    In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he…

  1. Teacher Pedagogical Content Knowledge (PCK) and Students’ Reasoning and Wellbeing

    Science.gov (United States)

    Widodo, A.

    2017-02-01

    This paper summarizes findings of a study on efforts to improve teachers Pedagogical Content Knowledge and how it affects students’ reasoning and wellbeing. It was found that improvement of teachers’ PCK was not very strong but we managed to develop strategies to facilitate their developments. In the second year, the research was focused on identifying students’ reasoning skills both informal reasoning and formal reasoning. Data showed that students reasoning is relatively low (level 2 of five levels) and they could not construct highly coherence arguments. In addition alternative strategies to promote students’ reasoning were explored. Attempts to support teachers to conduct lessons that facilitate students’ reasoning found that teachers need intensive and continuous support. The study also identifies students’ wellbeing as the impact of improvement of lessons and other activities designed to improve students’ wellbeing. Research on students’ wellbeing is not yet given attention in Indonesian schools although it plays very important roles in students’ academic and nonacademic achievements.

  2. Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies

    Directory of Open Access Journals (Sweden)

    Marie Evens

    2015-01-01

    Full Text Available Pedagogical content knowledge (PCK is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science, a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1 How are the studies designed? (2 How are the interventions designed? and (3 What elements of interventions contribute to PCK development? The results show that most intervention studies are conducted in math and science education and use a qualitative methodology. Reflection, PCK courses, contact with other teachers, and experiences in educational practice are typically part of effective interventions. The review enables the identification of clear guidelines that may strengthen future research on stimulating PCK.

  3. MATHEMATICAL APPARATUS FOR KNOWLEDGE BASE PROJECT MANAGEMENT OF OCCUPATIONAL SAFETY

    Directory of Open Access Journals (Sweden)

    Валентина Николаевна ПУРИЧ

    2015-05-01

    Full Text Available The occupational safety project (OSP management is aimed onto a rational choice implementation. With respect to the subjectivity of management goals the project selection is considered as a minimum formalization level information process, The proposed project selection model relies upon the enterprise’s occupational and industrial safety assessment using fuzzy logic and linguistic variables based on occupational safety knowledge base.

  4. Examining Development of Curriculum Knowledge of Prospective Mathematics Teachers

    Science.gov (United States)

    Sahin, Ömer; Soylu, Yasin

    2017-01-01

    Explanatory-confirmatory research design, one of the mixed methods research designs, was used in this study to investigate Curriculum Knowledge developments of prospective teachers regarding algebra. Cross-sectional study method, as a type of descriptive research and one of the non-experimental research designs, was used to collect quantitative…

  5. Study orientation and knowledge of basic vocabulary in Mathematics in the primary school

    Directory of Open Access Journals (Sweden)

    Marthie van der Walt

    2009-09-01

    mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary (vocabulary as one aspect of language in Mathematics of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary. Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary, or SOM(P, Mathematics Vocabulary (Primary or (MV(P, and Basic Mathematics (Primary or BM(P. The participants consisted of learners in Grade 4 to 7 (n = 1 103 in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, confirmed that learners’ performance in mathematics (BM(P can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P, their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P. The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ significantly in respect of the answers usually given by good achievers in mathematics could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs specific attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised

  6. An Analysis of Content Knowledge and Cognitive Abilities as Factors That Are Associated with Algebra Performance

    Science.gov (United States)

    McLean, Tamika Ann

    2017-01-01

    The current study investigated college students' content knowledge and cognitive abilities as factors associated with their algebra performance, and examined how combinations of content knowledge and cognitive abilities related to their algebra performance. Specifically, the investigation examined the content knowledge factors of computational…

  7. Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

    Science.gov (United States)

    Li, Yufeng; Xiong, Jianwen

    2012-01-01

    Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

  8. Identifying Content Knowledge for Teaching Energy: Examples from High School Physics

    Science.gov (United States)

    Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

    2017-01-01

    "Content knowledge for teaching" is the specialized content knowledge that teachers use in practice the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for…

  9. Translation from mathematical model to data driven knowledge

    OpenAIRE

    Boixareu Fiol, Margarita

    2017-01-01

    Prove if with the acquisition of new samples of data the knowledge we can obtain is more accurate. The projects centers in the data obtained from the patient-specific calibration of a computer simulation of a human heart. Neural networks are used to understand the relation input-output of the data and they are compared with a physical model that relates them. Input data are some parameters of the heart and the output data is the elastance of the heart (variation of pressure/ variation of volu...

  10. Utah's New Mathematics Core

    Science.gov (United States)

    Utah State Office of Education, 2011

    2011-01-01

    Utah has adopted more rigorous mathematics standards known as the Utah Mathematics Core Standards. They are the foundation of the mathematics curriculum for the State of Utah. The standards include the skills and understanding students need to succeed in college and careers. They include rigorous content and application of knowledge and reflect…

  11. Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.

    Science.gov (United States)

    Zhang, Yiyun; Zhou, Xinlin

    2016-01-01

    Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by testing using a web-based curriculum learning system. A total of 142 children with MLD were recruited; half of the children were in the experimental group (using the system), and the other half were in the control group (not using the system). The children were encouraged to use the web-based learning system at home for at least a 15-min session, at least once a week, for one and a half months. The mean accumulated time of testing on the system for children in the experimental group was 56.2 min. Children in the experimental group had significantly higher scores on their final mathematical examination compared to the control group. The results suggest that web-based curriculum learning through testing that promotes the building of knowledge structures for a mathematical course was helpful for children with MLD. © Hammill Institute on Disabilities 2014.

  12. Intuitive physics knowledge, physics problem solving and the role of mathematical equations

    Directory of Open Access Journals (Sweden)

    Laura Buteler

    2012-09-01

    Full Text Available The present work explores the role that mathematical equations play in modifying students’ physical intuition (diSessa, 1993. The work is carried out assuming that students achieve a great deal of the refinement in their physical intuitions during problem solving (Sherin, 2006. The study is guided by the question of how the use of mathematical equations contributes to this refinement. The authors aim at expanding on Sherin´s (2006 hypothesis, suggesting a more bounding relation between physical intuitions and mathematics. In this scenario, intuitions play a more compelling role in “deciding” which equations are acceptable and which are not. Our hypothesis is constructed on the basis of three cases: the first published by Sherin (2006 and two more from registries of our own. The three cases are compared and analyzed in relation to the role of mathematical equations in refining – or not – the intuitive knowledge students bring to play during problem solving.

  13. Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

    Directory of Open Access Journals (Sweden)

    Rima Kriauzienė

    2013-08-01

    Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa. Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics. Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics. It was found that there is no correlation between student opinions about school mathematics courses and result of their first test. Determine relationship between attendance of exercises and public examinations. Between the stored type of exam and test results are dependent. Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficient Based on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation. Research limitations/implications—this method is just one of the possible ways of application. Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences. Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

  14. Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

    Directory of Open Access Journals (Sweden)

    Tadas Laukevičius

    2011-12-01

    Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa.Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics.Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics.It was found that there is no correlation between student opinions about school mathematics courses and result of their first test.Determine relationship between attendance of exercises and public examinations.Between the stored type of exam and test results are dependent.Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficientBased on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation.Research limitations/implications—this method is just one of the possible ways of application.Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences.Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

  15. Pedagogical Content Knowledge of Experts and Novices--What Knowledge Do They Activate When Analyzing Science Lessons?

    Science.gov (United States)

    Krepf, Matthias; Plöger, Wilfried; Scholl, Daniel; Seifert, Andreas

    2018-01-01

    In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context-specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a…

  16. Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs

    Science.gov (United States)

    DeFlorio, Lydia; Beliakoff, Amber

    2015-01-01

    Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in…

  17. Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study

    Science.gov (United States)

    Bayazit, Nermin; Clarke, Pier Angeli Junor; Vidakovic, Draga

    2018-01-01

    The authors report on three students' argumentative knowledge construction in an asynchronous online graduate level geometry course designed for in-service secondary mathematics (ISM) teachers. Using Weinberger and Fischer's framework, they analyzed the ISM teachers' (a) geometry autobiography and (b) discussion board posts (both comments and…

  18. Upper Primary School Teachers' Mathematical Knowledge for Teaching Functional Thinking in Algebra

    Science.gov (United States)

    Wilkie, Karina J.

    2014-01-01

    This article is based on a project that investigated teachers' knowledge in teaching an important aspect of algebra in the middle years of schooling--functions, relations and joint variation. As part of the project, 105 upper primary teachers were surveyed during their participation in Contemporary Teaching and Learning of Mathematics, a research…

  19. Vamos a Jugar Counters! Learning Mathematics through Funds of Knowledge, Play, and the Third Space

    Science.gov (United States)

    Razfar, Aria

    2012-01-01

    Drawing on Cultural Historical Activity Theory (CHAT), funds of knowledge, and third space, this article presents a model for practitioners and researchers to think about how Latina/o, bilingual children develop explicit mathematics strategies through multilingual and multigenerational interactions. Using data collected through fieldwork in an…

  20. Developing Mathematics Teacher Knowledge: The Paradidactic Infrastructure of "Open Lesson" in Japan

    Science.gov (United States)

    Miyakawa, Takeshi; Winslow, Carl

    2013-01-01

    In this paper, we first present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it, which is firmly rooted in a systemic approach to didactic phenomena at large, namely the anthropological theory of the didactic. Then, a case of open lesson is presented and analysed, using this theoretical approach,…

  1. Family Child Care Learning Environments: Caregiver Knowledge and Practices Related to Early Literacy and Mathematics

    Science.gov (United States)

    Phillips, Beth M.; Morse, Erika E.

    2011-01-01

    This paper presents findings from a stratified-random survey of family child care providers' backgrounds, caregiving environments, practices, attitudes, and knowledge related to language, literacy, and mathematics development for preschool children. Descriptive results are consistent with prior studies suggesting that home-based providers are…

  2. High School Teachers' Problem Solving Activities to Review and Extend Their Mathematical and Didactical Knowledge

    Science.gov (United States)

    Santos-Trigo, Manuel; Barrera-Mora, Fernando

    2011-01-01

    The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the…

  3. Professional Knowledge Required When Teaching Mathematics for Numeracy in the Multiplicative Domain

    Science.gov (United States)

    Mills, Judith

    2015-01-01

    This paper presents findings as part of a wider study that investigated the professional knowledge of teachers when teaching mathematics for numeracy in the primary school classroom. This paper focuses on teachers in action as they taught two lessons on multiplication. It outlines the specific pedagogical categories the teachers used and the…

  4. The effects of CLIL on mathematical content learning: A longitudinal study

    Directory of Open Access Journals (Sweden)

    Jill Surmont

    2016-06-01

    Full Text Available Previous research has shown that content and language integrated learning (CLIL, an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French and 72 followed traditional education that was given in the native language (Dutch. All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

  5. "Understanding" medical school curriculum content using KnowledgeMap.

    Science.gov (United States)

    Denny, Joshua C; Smithers, Jeffrey D; Miller, Randolph A; Spickard, Anderson

    2003-01-01

    To describe the development and evaluation of computational tools to identify concepts within medical curricular documents, using information derived from the National Library of Medicine's Unified Medical Language System (UMLS). The long-term goal of the KnowledgeMap (KM) project is to provide faculty and students with an improved ability to develop, review, and integrate components of the medical school curriculum. The KM concept identifier uses lexical resources partially derived from the UMLS (SPECIALIST lexicon and Metathesaurus), heuristic language processing techniques, and an empirical scoring algorithm. KM differentiates among potentially matching Metathesaurus concepts within a source document. The authors manually identified important "gold standard" biomedical concepts within selected medical school full-content lecture documents and used these documents to compare KM concept recognition with that of a known state-of-the-art "standard"-the National Library of Medicine's MetaMap program. The number of "gold standard" concepts in each lecture document identified by either KM or MetaMap, and the cause of each failure or relative success in a random subset of documents. For 4,281 "gold standard" concepts, MetaMap matched 78% and KM 82%. Precision for "gold standard" concepts was 85% for MetaMap and 89% for KM. The heuristics of KM accurately matched acronyms, concepts underspecified in the document, and ambiguous matches. The most frequent cause of matching failures was absence of target concepts from the UMLS Metathesaurus. The prototypic KM system provided an encouraging rate of concept extraction for representative medical curricular texts. Future versions of KM should be evaluated for their ability to allow administrators, lecturers, and students to navigate through the medical curriculum to locate redundancies, find interrelated information, and identify omissions. In addition, the ability of KM to meet specific, personal information needs should be

  6. Connecting Mathematics and Literature: An Analysis of Pre-Service Elementary School Teachers' Changing Beliefs and Knowledge

    Science.gov (United States)

    Wilburne, Jane M.; Napoli, Mary

    2008-01-01

    The National Council of Teachers of Mathematics calls for students to see relationships and connections with mathematics (2000). This study examined the influences on eight pre-service elementary school teachers' beliefs and knowledge of teaching mathematics through literature. The semester long project involved both the language arts and…

  7. Self-Directed Learning to Improve Science Content Knowledge for Teachers

    Science.gov (United States)

    van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

    2017-01-01

    Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

  8. Contribution of Content Knowledge and Learning Ability to the Learning of Facts.

    Science.gov (United States)

    Kuhara-Kojima, Keiko; Hatano, Giyoo

    1991-01-01

    In 3 experiments, 1,598 Japanese college students were examined concerning the learning of facts in 2 content domains, baseball and music. Content knowledge facilitated fact learning only in the relevant domain; learning ability facilitated fact learning in both domains. Effects of content knowledge and learning ability were additive. (SLD)

  9. Constructing a multiple choice test to measure elementary school teachers' Pedagogical Content Knowledge of technology education.

    NARCIS (Netherlands)

    Rohaan, E.J.; Taconis, R.; Jochems, W.M.G.

    2009-01-01

    This paper describes the construction and validation of a multiple choice test to measure elementary school teachers' Pedagogical Content Knowledge of technology education. Pedagogical Content Knowledge is generally accepted to be a crucial domain of teacher knowledge and is, therefore, an important

  10. Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci

    2018-01-01

    In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

  11. Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value

    Science.gov (United States)

    Kulhanek, Stefani Michelle

    2013-01-01

    An understanding of whole number place value is a critical component of second-grade mathematics. This understanding of place value provides the foundational concept for operations with whole numbers. The ability to understand the concept of place value and transfer that understanding to teaching addition and subtraction are often problems…

  12. Early Predictors of High School Mathematics Achievement

    Science.gov (United States)

    Siegler, Robert S.; Duncan, Greg J.; Davis-Kean, Pamela E.; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Meichu, Chen

    2012-01-01

    Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics…

  13. [The discussion of the infiltrative model of mathematical knowledge to genetics teaching].

    Science.gov (United States)

    Liu, Jun; Luo, Pei-Gao

    2011-11-01

    Genetics, the core course of biological field, is an importance major-basic course in curriculum of many majors related with biology. Due to strong theoretical and practical as well as abstract of genetics, it is too difficult to study on genetics for many students. At the same time, mathematics is one of the basic courses in curriculum of the major related natural science, which has close relationship with the establishment, development and modification of genetics. In this paper, to establish the intrinsic logistic relationship and construct the integral knowledge network and to help students improving the analytic, comprehensive and logistic abilities, we applied some mathematical infiltrative model genetic knowledge in genetics teaching, which could help students more deeply learn and understand genetic knowledge.

  14. Effects of Prior Knowledge in Mathematics on Learner-Interface Interactions in a Learning-by-Teaching Intelligent Tutoring System

    Science.gov (United States)

    Bringula, Rex P.; Basa, Roselle S.; Dela Cruz, Cecilio; Rodrigo, Ma. Mercedes T.

    2016-01-01

    This study attempted to determine the influence of prior knowledge in mathematics of students on learner-interface interactions in a learning-by-teaching intelligent tutoring system. One hundred thirty-nine high school students answered a pretest (i.e., the prior knowledge in mathematics) and a posttest. In between the pretest and posttest, they…

  15. Assessing Key Epistemic Features of Didactic-Mathematical Knowledge of Prospective Teachers: The Case of The Derivative

    Science.gov (United States)

    Pino-Fan, Luis R.; Godino, Juan D.; Font, Vicenç

    2018-01-01

    In recent years, there has been a growing interest in studying the knowledge that mathematics teachers require in order for their teaching to be effective. However, only a few studies have focused on the design and application of instruments that are capable of exploring different aspects of teachers' didactic-mathematical knowledge about specific…

  16. Mathematical knowledge for teaching: Adding to the description through a study of probability in practice

    Directory of Open Access Journals (Sweden)

    Mercy Kazima

    2006-10-01

    Full Text Available In their description of the mathematical work of teaching, Ball,  Bass & Hill (2004 describe the mathematical problem solving that teachers do as they go about their work. In this paper we add to this description through our study of teaching of probability in a grade 8 multilingual classroom in South Africa. We use instances of teaching to highlight the mathematical problem solving that teachers might face as they work with learners’ ideas, both expected and unexpected. We discuss  the restructuring of tasks as an inevitable feature of teachers’ work, and argue that in addition to scaling up or scaling down of the task as Ball et al. (2004 describe, restructuring can also entail shifting the mathematical outcomes from those intended. We also point out how well known issues in mathematics education, for example working with learners’ everyday knowledge, and the languages they bring to class, are highlighted by the context of probability, enabling additional insights into the mathematical work of teaching.

  17. Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning

    Science.gov (United States)

    Stender, Anita; Brückmann, Maja; Neumann, Knut

    2017-08-01

    This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson planning: When planning lessons, teachers use their TSPK to create lesson plans. The implementation of these lesson plans and teachers' reflection upon them lead to their improvement. Gradually, successful lesson plans are mentally stored as teaching scripts and can easily be retrieved during instruction. This process is affected by teacher's beliefs, motivation and self-regulation. In order to examine the influence of TSPK on teaching scripts as well as the moderating effects of beliefs, motivation and self-regulation, we conducted a cross-sectional study with n = 49 in-service teachers in physics. The TSPK, beliefs, motivation, self-regulation and the quality of teaching scripts of in-service teachers were assessed by using an online questionnaire adapted to teaching the force concept and Newton's law for 9th grade instruction. Based on the measurement of the quality of teaching scripts, the results provide evidence that TSPK influences the quality of teaching scripts. Motivation and self-regulation moderate this influence.

  18. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

    2016-01-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

  19. Social class and mathematics school knowledge of two private schools in Banten Province

    Science.gov (United States)

    Siahaan, M. F.

    2018-05-01

    The purpose of this study was to identify school mathematics topics and mathematics learning experiences of two elementary schools in contrasting social class settings under an umbrella of one institution. A case study research methodology was used to examine data collected from those two Elementary schools. The data revealed that there were similarities in curriculum framework, curriculum materials but there were also significant differences in what was taught and what was experienced in those two schools. The data suggested that word problem and a pedagogy of critical thinking were implemented in one of the schools. The differences were assessed in terms of theoretical and social implications. It was concluded that social stratification of mathematical knowledge occurred

  20. How students learn to coordinate knowledge of physical and mathematical models in cellular physiology

    Science.gov (United States)

    Lira, Matthew

    This dissertation explores the Knowledge in Pieces (KiP) theory to account for how students learn to coordinate knowledge of mathematical and physical models in biology education. The KiP approach characterizes student knowledge as a fragmented collection of knowledge elements as opposed to stable and theory-like knowledge. This dissertation sought to use this theoretical lens to account for how students understand and learn with mathematical models and representations, such as equations. Cellular physiology provides a quantified discipline that leverages concepts from mathematics, physics, and chemistry to understand cellular functioning. Therefore, this discipline provides an exemplary context for assessing how biology students think and learn with mathematical models. In particular, the resting membrane potential provides an exemplary concept well defined by models of dynamic equilibrium borrowed from physics and chemistry. In brief, membrane potentials, or voltages, "rest" when the electrical and chemical driving forces for permeable ionic species are equal in magnitude but opposite in direction. To assess students' understandings of this concept, this dissertation employed three studies: the first study employed the cognitive clinical interview to assess student thinking in the absence and presence of equations. The second study employed an intervention to assess student learning and the affordances of an innovative assessment. The third student employed a human-computer-interaction paradigm to assess how students learn with a novel multi-representational technology. Study 1 revealed that students saw only one influence--the chemical gradient--and that students coordinated knowledge of only this gradient with the related equations. Study 2 revealed that students benefited from learning with the multi-representational technology and that the assessment detected performance gains across both calculation and explanation tasks. Last, Study 3 revealed how students

  1. Is Content or Interest and Enthusiasm of Mathematics Teachers more important?

    Science.gov (United States)

    Stojanovski, E.

    2018-01-01

    Due to the different type of student being taught today both in the classrooms of secondary schools and at tertiary institutions, it has been proposed that teaching pedagogies for the teaching of mathematics and statistics should also be adjusted to more effectively teach the new age student. Students of today, compared to students from two decades ago, for example, are much more technology savvy, are more likely to own mobile phones and more likely to engage with social media. It seems reasonable then that teaching strategies adapt to the changing student. Secondary data of secondary students are presented to assess the performance of students in mathematics for different aspects of teaching; in particular, to compare whether the interest of teachers appears more important when compared to aspects of teaching that focus only on the delivery of relevant content.

  2. Identifying and Using Picture Books with Quality Mathematical Content: Moving beyond "Counting on Frank" and "The Very Hungry Caterpillar"

    Science.gov (United States)

    Marston, Jennie

    2014-01-01

    This article by Jennie Marston provides a framework to assist you in selecting appropriate picture books to present mathematical content. Jennie demonstrates the framework by applying three specific examples of picture books to the framework along with examples of activities.

  3. Improved semantic interoperability for content reuse through knowledge organization systems

    Directory of Open Access Journals (Sweden)

    José Antonio Moreiro González

    2012-04-01

    Full Text Available The Knowledge Organization Systems (KOS are resources designed to improve the knowledge interoperability, management and retrieval. As increases the web resources, it’s evidenced the lack of KOS, with the consequent impact in the resources interoperability. The KOSS are, by definition, complicated and costly tools, so much in his creation as in his management. The reuse of similar organizational structures is a necessary element in this context. They analyses experiences of reuse of The KOS and signals like the new standards are impinged on this appearance.

  4. Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

    Science.gov (United States)

    Kim, Insook

    2016-01-01

    This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

  5. Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers

    Science.gov (United States)

    Schmidt, Denise A.; Baran, Evrim; Thompson, Ann D.; Mishra, Punya; Koehler, Matthew J.; Shin, Tae S.

    2009-01-01

    Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper…

  6. Determination of Technopedagogical Content Knowledge Competencies of Preservice Physical Education Teachers: A Turkish Sample

    Science.gov (United States)

    Arslan, Yunus

    2015-01-01

    This study examined preservice physical education teachers' (PPETs') technopedagogical content knowledge (TPCK) competencies. The participants were 1028 PPETs from 26 major universities representing all seven geographical regions of Turkey. The Technological Pedagogical Content Knowledge Deep-Scale developed by Kabakci Yurdakul et al. (2012) was…

  7. The Importance and Use of Targeted Content Knowledge with Scaffolding Aid in Educational Simulation Games

    Science.gov (United States)

    Tsai, Fu-Hsing; Kinzer, Charles; Hung, Kuo-Hsun; Chen, Cheng-Ling Alice; Hsu, I-Ying

    2013-01-01

    While most current educational simulation games provide learners with gameplay experience to motivate learning, there is often a lack of focus on ensuring that the desired content knowledge is actually learned. Students may focus on completing game activities without learning the targeted content knowledge, thus negating the desired learning…

  8. The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

    Science.gov (United States)

    Lenhart, Sara Talley

    2010-01-01

    This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

  9. Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

    Science.gov (United States)

    Sahin, Ismail; Celik, Ismail; Akturk, Ahmet Oguz; Aydin, Mustafa

    2013-01-01

    This study analyzes the relationships between preservice teachers' technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the…

  10. Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2016-01-01

    The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This…

  11. Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

    Science.gov (United States)

    Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin

    2015-01-01

    The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

  12. Correlation between Teacher's PCK (Pedagogical Content Knowledge) and Student's Motivation in Primary School

    Science.gov (United States)

    Maryani, Ika; Martaningsih, Sri Tutur

    2015-01-01

    Various learning problems occur due to the teachers' inability in managing the learning process. Teacher's learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge…

  13. Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability: A think aloud study

    Science.gov (United States)

    Keller, Stacy Kathryn

    , science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.

  14. The Analysis of Sustainable Development Content in the Syllabus of Environmental Knowledge and Plants Ecology Lecture

    Science.gov (United States)

    Putra, A.; Rahmat, A.; Redjeki, S.

    2017-09-01

    This research aims to find out how much the content of sustainable development exist in the content of environmental knowledge and plant ecology courses. The focus indicators of sustainable development indicators is the environment. This research is a qualitative research type with qualitative descriptive approach. The analyzed variables are only 2 courses, which are environmental knowledge and plants ecology. The results showed that the syllabus contents analysis of environmental knowledge and plants ecology courses in private Lembaga Pendidikan Tenaga Kependidikan (LPTK) in the province of Nusa Tenggara Barat is already good enough and the sustainable development contents is very large, almost all syllabus contents has already prioritize the sustainable development load of both the subject of environmental knowledge and plants ecology, although there are still some syllabus contents that was not includes sustainable development load, but the percentage is quite small, especially in the course of Plant Ecology.

  15. Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

    Directory of Open Access Journals (Sweden)

    John Lou S. Lucenario

    2016-01-01

    Full Text Available This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

  16. Andragogical Content Knowledge as a Key Component in the Training of the Instructors of Nonformal Education

    Science.gov (United States)

    Nurhayati, Sri

    2015-01-01

    Currently, professionals and academics of non-formal education in Indonesia have began to question the competences of the non-formal education instructors. Non-formal education is a profession that requires knowledge (subject-content area), skill (ability to deliver content in regard to the needs of society) and programme content (the content…

  17. Measuring primary school teachers' pedagogical content knowledge in technology education with a multiple choice test

    NARCIS (Netherlands)

    Rohaan, E.J.; Taconis, R.; Jochems, W.M.G.; Fatih Tasar, M.; Cakankci, G.; Akgul, E.

    2009-01-01

    Pedagogical content knowledge (PCK) is a crucial part of a teacher’s knowledge base for teaching. Studies in the field of technology education for primary schools showed that this domain of teacher knowledge is related to pupils’ increased learning, motivation, and interest. The common methods to

  18. Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

    Science.gov (United States)

    Xu, Wei

    2015-01-01

    Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

  19. Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

    Science.gov (United States)

    Dietz, Laura

    The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

  20. Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge

    Science.gov (United States)

    Turkan, Sultan; De Oliveira, Luciana C.; Lee, Okhee; Phelps, Geoffrey

    2014-01-01

    Background/Context: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to…

  1. Content Validity and Acceptability of a Developed Worktext in Basic Mathematics 2

    Directory of Open Access Journals (Sweden)

    Mae Joy F. Tan-Espinar

    2017-02-01

    Full Text Available Teaching tertiary mathematics entails the use of instructional materials which lead to independent learning. The study evaluated the content validity and level of acceptability of a developed worktext in Basic Mathematics 2. It also found the significant difference between the respondents’ evaluation. Likewise, the study found the significant difference in the pretest and posttest performance between experimental and the control group and the difference between the posttest of the experimental and control groups. The study utilized the descriptive comparative method in determining the validity and acceptability of the developed worktext and the difference between the evaluation of experts/teachers and the student respondents. Quasi-experimental design was also used to find out if the worktext is effective in teaching the course employing t-test for correlated samples and t-test for independent samples. The result showed that the content validity and acceptability is very much valid and very much acceptable. The difference in the post-test between the experimental and the control groups was significant. It is concluded that the worktext is effective to be used in teaching the course.

  2. A fuzzy mathematics model for radioactive waste characterization by process knowledge

    International Nuclear Information System (INIS)

    Smith, M.; Stevens, S.; Elam, K.; Vrba, J.

    1994-01-01

    Fuzzy mathematics and fuzzy logic are means for making decisions that can integrate complicated combinations of hard and soft factors and produce mathematically validated results that can be independently verified. In this particular application, several sources of information regarding the waste stream have been compiled, including facility operating records, other waste generated from the facility in the past, laboratory analysis results, and interviews with facility personnel. A fuzzy mathematics model is used to interrelate these various sources of information and arrive at a defensible estimate of the contaminant concentration in the final waste product. The model accounts for the separate process knowledge-based contaminant concentrations by providing a weighted averaging technique to incorporate information from the various sources. Reliability estimates are provided for each of the component pieces of information and combined using the model into an estimate that provides a near-probabilistic value for contaminant concentration. The speadsheet accounts for the estimated uncertainty in the concentration on the basis of open-quotes reliability curves,close quotes which are derived from personal process knowledge as well as limited independent measurements

  3. Differences in Mathematics Teachers' Perceived Preparedness to Demonstrate Competence in Secondary School Mathematics Content by Teacher Characteristics

    Science.gov (United States)

    Ng'eno, J. K.; Chesimet, M. C.

    2016-01-01

    A sample of 300 mathematics teachers drawn from a population of 1500 participated in this study. The participants were selected using systematic random sampling and stratified random sampling (stratified by qualification and gender). The data was collected using self-report questionnaires for mathematics teachers. One tool was used to collect…

  4. Using Video Analysis to Support Prospective K-8 Teachers' Noticing of Students' Multiple Mathematical Knowledge Bases

    Science.gov (United States)

    Roth McDuffie, Amy; Foote, Mary Q.; Bolson, Catherine; Turner, Erin E.; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey; Land, Tonia

    2014-01-01

    As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children's competencies related to children's mathematical thinking, and children's community, cultural, and linguistic funds of knowledge or what…

  5. The Building of Pre-Service Primary Teachers' Knowledge of Mathematics Teaching: Interaction and Online Video Case Studies

    Science.gov (United States)

    Llinares, Salvador; Valls, Julia

    2009-01-01

    This study explores how preservice primary teachers became engaged in meaning-making mathematics teaching when participating in online discussions within learning environments integrating video-clips of mathematics teaching. We identified different modes of participation in the online discussions and different levels of knowledge-building. The…

  6. The Development of Logico-Mathematical Knowledge in a Block-Building Activity at Ages 1-4

    Science.gov (United States)

    Kamii, Constance; Miyakawa, Yoko; Kato, Yasuhiko

    2004-01-01

    To study the developmental interrelationships among various aspects of logico-mathematical knowledge, 80 one- to 4-year-olds were individually asked to build "something tall" with 20 blocks. Percentages of new and significant behaviors increased with age and were analyzed in terms of the development of logico-mathematical relationships. It was…

  7. Wikis: Developing Pre-Service Teachers' Leadership Skills and Knowledge of Content Standards

    Science.gov (United States)

    Reid-Griffin, Angelia; Slaten, Kelli M.

    2016-01-01

    In this initial phase of our multi-year research study we set out to explore the development of leadership skills in our pre-service secondary teachers after using an online wiki, Wikispaces. This paper presents our methods for preparing a group of 13 mathematics and 3 science secondary pre-service teachers to demonstrate the essential knowledge,…

  8. Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

    Science.gov (United States)

    Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah

    2016-02-01

    This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.

  9. The impact of assumed knowledge entry standards on undergraduate mathematics teaching in Australia

    Science.gov (United States)

    King, Deborah; Cattlin, Joann

    2015-10-01

    Over the last two decades, many Australian universities have relaxed their selection requirements for mathematics-dependent degrees, shifting from hard prerequisites to assumed knowledge standards which provide students with an indication of the prior learning that is expected. This has been regarded by some as a positive move, since students who may be returning to study, or who are changing career paths but do not have particular prerequisite study, now have more flexible pathways. However, there is mounting evidence to indicate that there are also significant negative impacts associated with assumed knowledge approaches, with large numbers of students enrolling in degrees without the stated assumed knowledge. For students, there are negative impacts on pass rates and retention rates and limitations to pathways within particular degrees. For institutions, the necessity to offer additional mathematics subjects at a lower level than normal and more support services for under-prepared students impacts on workloads and resources. In this paper, we discuss early research from the First Year in Maths project, which begins to shed light on the realities of a system that may in fact be too flexible.

  10. Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

    Science.gov (United States)

    Purwianingsih, W.; Mardiyah, A.

    2018-05-01

    Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

  11. Characteristics of knowledge content in a curated online evidence library.

    Science.gov (United States)

    Varada, Sowmya; Lacson, Ronilda; Raja, Ali S; Ip, Ivan K; Schneider, Louise; Osterbur, David; Bain, Paul; Vetrano, Nicole; Cellini, Jacqueline; Mita, Carol; Coletti, Margaret; Whelan, Julia; Khorasani, Ramin

    2018-05-01

    To describe types of recommendations represented in a curated online evidence library, report on the quality of evidence-based recommendations pertaining to diagnostic imaging exams, and assess underlying knowledge representation. The evidence library is populated with clinical decision rules, professional society guidelines, and locally developed best practice guidelines. Individual recommendations were graded based on a standard methodology and compared using chi-square test. Strength of evidence ranged from grade 1 (systematic review) through grade 5 (recommendations based on expert opinion). Finally, variations in the underlying representation of these recommendations were identified. The library contains 546 individual imaging-related recommendations. Only 15% (16/106) of recommendations from clinical decision rules were grade 5 vs 83% (526/636) from professional society practice guidelines and local best practice guidelines that cited grade 5 studies (P < .0001). Minor head trauma, pulmonary embolism, and appendicitis were topic areas supported by the highest quality of evidence. Three main variations in underlying representations of recommendations were "single-decision," "branching," and "score-based." Most recommendations were grade 5, largely because studies to test and validate many recommendations were absent. Recommendation types vary in amount and complexity and, accordingly, the structure and syntax of statements they generate. However, they can be represented in single-decision, branching, and score-based representations. In a curated evidence library with graded imaging-based recommendations, evidence quality varied widely, with decision rules providing the highest-quality recommendations. The library may be helpful in highlighting evidence gaps, comparing recommendations from varied sources on similar clinical topics, and prioritizing imaging recommendations to inform clinical decision support implementation.

  12. Bridging CAGD knowledge into CAD/CG applications: Mathematical theories as stepping stones of innovations

    Science.gov (United States)

    Gobithaasan, R. U.; Miura, Kenjiro T.; Hassan, Mohamad Nor

    2014-07-01

    Computer Aided Geometric Design (CAGD) which surpasses the underlying theories of Computer Aided Design (CAD) and Computer Graphics (CG) has been taught in a number of Malaysian universities under the umbrella of Mathematical Sciences' faculty/department. On the other hand, CAD/CG is taught either under the Engineering or Computer Science Faculty. Even though CAGD researchers/educators/students (denoted as contributors) have been enriching this field of study by means of article/journal publication, many fail to convert the idea into constructive innovation due to the gap that occurs between CAGD contributors and practitioners (engineers/product/designers/architects/artists). This paper addresses this issue by advocating a number of technologies that can be used to transform CAGD contributors into innovators where immediate impact in terms of practical application can be experienced by the CAD/CG practitioners. The underlying principle of solving this issue is twofold. First would be to expose the CAGD contributors on ways to turn mathematical ideas into plug-ins and second is to impart relevant CAGD theories to CAD/CG to practitioners. Both cases are discussed in detail and the final section shows examples to illustrate the importance of turning mathematical knowledge into innovations.

  13. Inquiring into Pre-Service Content Area Teachers' Development of Literacy Practices and Pedagogical Content Knowledge

    Science.gov (United States)

    Mitton Kukner, Jennifer; Murray Orr, Anne

    2015-01-01

    The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall…

  14. The Significance of Content Knowledge for Informal Reasoning regarding Socioscientific Issues: Applying Genetics Knowledge to Genetic Engineering Issues

    Science.gov (United States)

    Sadler, Troy D.; Zeidler, Dana L.

    2005-01-01

    This study focused on informal reasoning regarding socioscientific issues. It sought to explore how content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine students drawn from undergraduate natural science and nonnatural science courses completed a…

  15. Mathematics

    CERN Document Server

    Eringen, A Cemal

    2013-01-01

    Continuum Physics: Volume 1 - Mathematics is a collection of papers that discusses certain selected mathematical methods used in the study of continuum physics. Papers in this collection deal with developments in mathematics in continuum physics and its applications such as, group theory functional analysis, theory of invariants, and stochastic processes. Part I explains tensor analysis, including the geometry of subspaces and the geometry of Finsler. Part II discusses group theory, which also covers lattices, morphisms, and crystallographic groups. Part III reviews the theory of invariants th

  16. Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

    Science.gov (United States)

    Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

    2017-01-01

    While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

  17. Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students

    Science.gov (United States)

    De La Paz, Susan; Wissinger, Daniel R.

    2015-01-01

    Historians use a range of genres in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content. However, the influence genre and content knowledge are relatively unmeasured in this discipline. To learn more, the authors asked 101 eleventh-grade students to compose an…

  18. Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

    Science.gov (United States)

    Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

    2017-01-01

    We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field…

  19. From Socialisation to Internalisation: Cultivating Technological Pedagogical Content Knowledge through Problem-Based Learning

    Science.gov (United States)

    Tee, Meng Yew; Lee, Shuh Shing

    2011-01-01

    Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology--what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised,…

  20. Pedagogical Content Knowledge of Experienced Teachers in Physical Education: Functional Analysis of Adaptations

    Science.gov (United States)

    Ayvazo, Shiri; Ward, Phillip

    2011-01-01

    Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of…

  1. Impact of Secondary Students' Content Knowledge on Their Communication Skills in Science

    Science.gov (United States)

    Kulgemeyer, Christoph

    2018-01-01

    The "expert blind spot" (EBS) hypothesis implies that even some experts with a high content knowledge might have problems in science communication because they are using the structure of the content rather than their addressee's prerequisites as an orientation. But is that also true for students? Explaining science to peers is a crucial…

  2. The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest

    Science.gov (United States)

    Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.

    2017-01-01

    This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…

  3. ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

    Science.gov (United States)

    ACPA College Student Educators International, 2011

    2011-01-01

    The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

  4. Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education

    Science.gov (United States)

    Hayden, H. Emily; Eades Baird, Michelle

    2018-01-01

    Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become "a stale metaphor" that disregards diversity and equity, offers little to help teachers address students' misconceptions, and portrays knowledge as "in the head" versus in practice. We refute these notions using grounded theory to…

  5. Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

    Science.gov (United States)

    König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

    2015-01-01

    We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

  6. The pedagogical content knowledge of Danish geography teachers in a changing schooling context

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    2016-01-01

    the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge......This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching...

  7. What counts in teaching mathematics adding value to self and content

    CERN Document Server

    Schuck, Sandy

    2011-01-01

    This synthesis of current practice and research in mathematics teacher education and mathematics education features contributions from recognised scholars. It examines the role of 'critical friends' in reflective practice and the emerging issues in the field.

  8. A mathematics content course and teaching efficacy beliefs of undergraduate majors in education.

    Science.gov (United States)

    Alkhateeb, Haitham M; Abed, Adnan S

    2003-10-01

    This study was designed to assess the mathematics teaching efficacy beliefs of undergraduates in elementary education through a manipulative-based course in mathematics. Responses of 106 university undergraduates to the 21-item Mathematics Teaching Efficacy Beliefs administered as pre- and posttest without a control group showed a significant immediate postcourse change in their efficacy beliefs using dependent t test.

  9. A Content Analysis Study about the Usage of History of Mathematics in Textbooks in Turkey

    Science.gov (United States)

    Eren, Mehmet; Bulut, Mehmet; Bulut, Neslihan

    2015-01-01

    The present study aimed to investigate how history of mathematics was integrated to some mathematics textbooks in Turkey. On this account, four different textbooks with different grade levels were chosen. In total, 42 cases were detected and studied by three researchers. Results indicated that the usage of history of mathematics was materialized…

  10. Mathematics

    CERN Document Server

    Stein, Sherman K

    2010-01-01

    Anyone can appreciate the beauty, depth, and vitality of mathematics with the help of this highly readable text, specially developed from a college course designed to appeal to students in a variety of fields. Readers with little mathematical background are exposed to a broad range of subjects chosen from number theory, topology, set theory, geometry, algebra, and analysis. Starting with a survey of questions on weight, the text discusses the primes, the fundamental theorem of arithmetic, rationals and irrationals, tiling, tiling and electricity, probability, infinite sets, and many other topi

  11. Content knowledge development in a chemistry teacher preparation program: A current potentials and challenges

    Science.gov (United States)

    Widhiyanti, Tuszie; Treagust, David F.; Mocerino, Mauro; Vishnumolakala, Venkat

    2017-08-01

    One of the essential facets in teacher education program is the development of the teachers' content knowledge and it has been suggested by many scholars that the study to analyse the process of content knowledge development in teacher education program is necessary. Regarding this, the aim of this research is to evaluate the existing program of developing pre-service chemistry teachers' content knowledge, especially in the topic about the particulate nature of matter. The curriculum of content knowledge development was analysed using the forms of the curriculum evaluation (Akker, 1998; Goodlad, Klein, and Tye (1979); Treagust, 1987). Within this framework, the curriculum was evaluated in several aspects including the vision and intention of the curriculum as mentioned in the curriculum documents (intended curriculum), the users' interpretation and perception about the curriculum (perceived curriculum), the actual process of curriculum implementation (implemented curriculum), and the outcomes of the curriculum (achieved curriculum). According to the framework used for this study, the research combined qualitative and quantitative methods of data collection and the interpretation including document analysis, classroom observation, interviews, and two-tier diagnostic test. Through this research we examined the coherence among those aspects. The results reveal that although the content knowledge development is explicitly intended in a curriculum, its implementation and lecturers' perceptions give influence in the results as appear in pre-service teachers' achievements. In general, this research provides basic information about the effectiveness of the program including the challenges and the potentials for a reconsideration of the program in the future.

  12. LOGICAL-ORIENTED TASKS AS A FORM OF ORGANIZATION OF THE EDUCATIONAL MATERIAL CONTENT IN TEACHING MATHEMATICS TO STUDENTS

    Directory of Open Access Journals (Sweden)

    Oksana Smirnova

    2015-09-01

    Full Text Available The article substantiates the need to improve the logical preparation of students. The authors regard the logical-oriented tasks as a form of organization of the content of educational material in teaching Mathematics and discriminate the types of tasks aimed at the formation of logical methods and operations.

  13. Focusing on Interactions between Content and Cognition: A New Perspective on Gender Differences in Mathematical Sub-Competencies

    Science.gov (United States)

    George, Ann Cathrice; Robitzsch, Alexander

    2018-01-01

    This article presents a new perspective on measuring gender differences in the large-scale assessment study Trends in International Science Study (TIMSS). The suggested empirical model is directly based on the theoretical competence model of the domain mathematics and thus includes the interaction between content and cognitive sub-competencies.…

  14. The Compatibility of Developed Mathematics Textbooks' Content in Saudi Arabia (Grades 6-8) with NCTM Standards

    Science.gov (United States)

    Alshehri, Mohammed Ali; Ali, Hassan Shawki

    2016-01-01

    This study aimed to investigate the compatibility of developed mathematics textbooks' content (grades 6-8) in Saudi Arabia with NCTM standards in the areas of: number and operations, algebra, geometry, measurement, data analysis and probability. To achieve that goal, a list of (NCTM) standards for grades (6-8) were translated to Arabic language,…

  15. The process of teaching learning of the basic mathematical contents in the context of the professor's formation of Mathematical

    Directory of Open Access Journals (Sweden)

    Yamila Medina-Sánchez

    2016-10-01

    Full Text Available Teacher training has been ongoing task for Cuban pedagogical universities. In this sense, the results of research carried out with the title based teaching problems in the context of School Mathematics in initial teacher training Mathematics are presented. An educational model that systematizes and enriches the theory of teaching Alan Schoenfeld, revealing and argue new components, specified for application in practice a strategy of the same nature is provided. For its development theoretical methods, such as dialectical hermeneutical, analysis and synthesis, structural systemic, modeling, deductive inductive and logical historical, and empirical level survey, interview, observation were used, the educational testing, consultation with specialists and pre experiment, which enabled the collection and analysis of results.

  16. Rapid knowledge assessment (RKA): Assessing students content knowledge through rapid, in class assessment of expertise

    Science.gov (United States)

    O'Connell, Erin

    Understanding how students go about problem solving in chemistry lends many possible advantages for interventions in teaching strategies for the college classroom. The work presented here is the development of an in-classroom, real-time, formative instrument to assess student expertise in chemistry with the purpose of developing classroom interventions. The development of appropriate interventions requires the understanding of how students go about starting to solve tasks presented to them, what their mental effort (load on working memory) is, and whether or not their performance was accurate. To measure this, the Rapid Knowledge Assessment (RKA) instrument uses clickers (handheld electronic instruments for submitting answers) as a means of data collection. The classroom data was used to develop an algorithm to deliver student assessment scores, which when correlated to external measure of standardized American Chemical Society (ACS) examinations and class score show a significant relationship between the accuracy of knowledge assessment (p=0.000). Use of eye-tracking technology and student interviews supports the measurements found in the classroom.

  17. Mathematics

    International Nuclear Information System (INIS)

    Demazure, M.

    1988-01-01

    The 1988 progress report of the Mathematics center (Polytechnic School, France), is presented. The Center is composed of different research teams: analysis, Riemann geometry, group theory, formal calculus and algorithm geometry, dynamical systems, topology and singularity. For each team, the members, the research topics, the national and international cooperations, are given. The papers concerning the investigations carried out in 1988, are listed [fr

  18. The Effect of Tenebrio obscurus on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-efficacy

    Science.gov (United States)

    Weinburgh, Molly

    2007-12-01

    This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers’ content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary science methods. Students participated in a 9-week investigation on life cycles using mealworms ( Tenebrio obscurus). Multiple data sources indicate that most of the students had limited prior content knowledge about mealworms, expressed neutral attitudes toward mealworms upon first exposure to them, and were uncomfortable with the idea of having to teach with and about them. At the end of 9 weeks, content knowledge on mealworms had greatly improved. The preservice teachers’ attitudes about mealworms and their self-efficacy about using mealworms with children had also improved.

  19. Using Pathfinder networks to discover alignment between expert and consumer conceptual knowledge from online vaccine content.

    Science.gov (United States)

    Amith, Muhammad; Cunningham, Rachel; Savas, Lara S; Boom, Julie; Schvaneveldt, Roger; Tao, Cui; Cohen, Trevor

    2017-10-01

    This study demonstrates the use of distributed vector representations and Pathfinder Network Scaling (PFNETS) to represent online vaccine content created by health experts and by laypeople. By analyzing a target audience's conceptualization of a topic, domain experts can develop targeted interventions to improve the basic health knowledge of consumers. The underlying assumption is that the content created by different groups reflects the mental organization of their knowledge. Applying automated text analysis to this content may elucidate differences between the knowledge structures of laypeople (heath consumers) and professionals (health experts). This paper utilizes vaccine information generated by laypeople and health experts to investigate the utility of this approach. We used an established technique from cognitive psychology, Pathfinder Network Scaling to infer the structure of the associational networks between concepts learned from online content using methods of distributional semantics. In doing so, we extend the original application of PFNETS to infer knowledge structures from individual participants, to infer the prevailing knowledge structures within communities of content authors. The resulting graphs reveal opportunities for public health and vaccination education experts to improve communication and intervention efforts directed towards health consumers. Our efforts demonstrate the feasibility of using an automated procedure to examine the manifestation of conceptual models within large bodies of free text, revealing evidence of conflicting understanding of vaccine concepts among health consumers as compared with health experts. Additionally, this study provides insight into the differences between consumer and expert abstraction of domain knowledge, revealing vaccine-related knowledge gaps that suggest opportunities to improve provider-patient communication. Copyright © 2017 Elsevier Inc. All rights reserved.

  20. Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge

    Science.gov (United States)

    Sadler, Troy Dow

    This study focused on informal reasoning regarding socioscientific issues. It explored how morality and content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine undergraduate students completed a quantitative test of genetics concepts. A sub-set of the students (n = 30) who completed this instrument and represented divergent levels of content knowledge participated in two individual interviews, during which they discussed their ideas, reactions, and solutions to three gene therapy scenarios and three cloning scenarios. A mixed-methods approach was used to examine patterns of informal reasoning and the influence of morality, the effects of content knowledge on the use of informal reasoning patterns, and the effects of content knowledge on the quality of informal reasoning. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. Although differences in content knowledge were not found to be related to modes of informal reasoning (rationalistic, emotive, and informal), data did indicate that differences in content knowledge were related to variations in informal reasoning quality. Participants, with more advanced understandings of genetics, demonstrated fewer instances of reasoning flaws, as defined by a priori criteria (intra-scenario coherence, inter

  1. How Leadership Content Knowledge in Writing Influeces Leadership Practice in Elementary Schools

    OpenAIRE

    Olsen, Heather Stuart

    2010-01-01

    In an era of increased accountability mandates, school leaders face daunting challenges to improve instruction. Despite the vast research on instructional leadership, little is known about how principals improve teaching and learning in the subject of writing. Leadership content knowledge is the overlap of knowledge of subject matter and instruction in leadership. Using a cross case study format, this study examined the work of three elementary school principals who had different levels of...

  2. CONTRIBUIÇÕES DE GRUPO DE ESTUDOS SOBRE MATEMÁTICA EM CONHECIMENTOS DE PROFESSORAS. CONTRIBUTIONS OF A MATHEMATICS STUDY GROUP FOR TEACHING KNOWLEDGE

    Directory of Open Access Journals (Sweden)

    Silva, Sandra Aparecida Fraga da

    2012-05-01

    participated. In this group, the teachers respected each other, listened and were listened in their victories and anxieties, gave opinion, proposed ideas and contributed for the construction of different knowledge. This behavior influenced the teachers’ learning and attitudes towards mathematics, and this resonated in their classroom practices. We got evidences of improvement and learning of two sorts of knowledge: of mathematics content and of pedagogical mathematics. From the mathematical content knowledge learned we highlight problem solving involving the four operations. And from the pedagogical mathematical knowledge we highlight what was evidenced in actions in the study group. We noticed that a different work with in-service teacher training in context, in a group where we had a peer critical environment, influenced and involved all its members.

  3. Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

    Science.gov (United States)

    Mthethwa-Kunene, Khetsiwe Eunice Faith

    Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of

  4. Early predictors of high school mathematics achievement.

    Science.gov (United States)

    Siegler, Robert S; Duncan, Greg J; Davis-Kean, Pamela E; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Chen, Meichu

    2012-07-01

    Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.

  5. Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

    Science.gov (United States)

    Thongnoppakun, Warangkana; Yuenyong, Chokchai

    2018-01-01

    Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related

  6. The training of Olympic wrestling coaches: study of the sources of knowledge and essential training contents

    Directory of Open Access Journals (Sweden)

    Paulo Martins

    2017-08-01

    Full Text Available The aim of this study was to analyze the representation of wrestling coaches regarding the sources of knowledge and the training contents to be adopted during the training process of young wrestlers’ coaches. The study was based on Grossman’s (1990 model of professional knowledge for teaching and followed a qualitative, multiple case study methodology. Following a semi-structured script, six Olympic wrestling experts were interviewed in-depth, trying to identify the sources of knowledge that the coaches used for their training and what didactic-methodological contents they considered essential to play their role as coach. The analysis revealed that the coaches’ sources of professional knowledge were diverse, including academic training and professional experience as the main sources of access to professional knowledge. The coaches also pointed out that their first sources of knowledge were their experiences as competitive athletes. Finally, this study concludes that expert coaches must acquire a profound knowledge of the competition environment, seeking to optimize their influence on athletes, which should extend not only to the sport practice of the youngster – as an athlete – but also at the level of the athlete as a person.

  7. Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

    Science.gov (United States)

    Williams, John; Eames, Chris; Hume, Anne; Lockley, John

    2012-11-01

    Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

  8. Mathematics training for the teaching of basic knowledge in times of teaching school reform of Parana (Year 1920

    Directory of Open Access Journals (Sweden)

    Iara da Silva França

    2016-06-01

    Full Text Available Abstract The article discusses the mathematical training of primary teachers in Paraná and aims to understand how elementary mathematical knowledge was included in the reform carried out by Lysimaco Ferreira da Costa, in the 1920’s and directed by Prieto Martinez for the modernization of the state’s primary education. Supported by theoretical and methodological framework of cultural history, this study is guided by the question: Considering the Reform of teaching school and thinking about the mathematics education of Paraná teachers, what has changed, why has it changed and what for? With the reform subjects more focused on practical teaching in primary school were introduced, and that favored the renewal of teaching methods and teaching resources, curriculum reorganization which reflected in the quality of Math education of future teachers in the state’s primary education. Keywords: Mathematics Teaching. Primary Education Teacher. History of Education.

  9. Discrete mathematics in deaf education: a survey of teachers' knowledge and use.

    Science.gov (United States)

    Pagliaro, Claudia M; Kritzer, Karen L

    The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.

  10. The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction

    Science.gov (United States)

    Walters, Charles David

    Quantitative reasoning (P. W. Thompson, 1990, 1994) is a powerful mathematical tool that enables students to engage in rich problem solving across the curriculum. One way to support students' quantitative reasoning is to develop prospective secondary teachers' (PSTs) mathematical knowledge for teaching (MKT; Ball, Thames, & Phelps, 2008) related to quantitative reasoning. However, this may prove challenging, as prior to entering the classroom, PSTs often have few opportunities to develop MKT by examining and reflecting on students' thinking. Videos offer one avenue through which such opportunities are possible. In this study, I report on the design of a mini-course for PSTs that featured a series of videos created as part of a proof-of-concept NSF-funded project. These MathTalk videos highlight the ways in which the quantitative reasoning of two high school students developed over time. Using a mixed approach to grounded theory, I analyzed pre- and postinterviews using an extant coding scheme based on the Silverman and Thompson (2008) framework for the development of MKT. This analysis revealed a shift in participants' affect as well as three distinct shifts in their MKT around quantitative reasoning with distances, including shifts in: (a) quantitative reasoning; (b) point of view (decentering); and (c) orientation toward problem solving. Using the four-part focusing framework (Lobato, Hohensee, & Rhodehamel, 2013), I analyzed classroom data to account for how participants' noticing was linked with the shifts in MKT. Notably, their increased noticing of aspects of MKT around quantitative reasoning with distances, which features prominently in the MathTalk videos, seemed to contribute to the emergence of the shifts in MKT. Results from this study link elements of the learning environment to the development of specific facets of MKT around quantitative reasoning with distances. These connections suggest that vicarious experiences with two students' quantitative

  11. Innovative teaching tools of automatic control and evaluation of trainees’s mathematical knowledge using fuzzy logic

    Directory of Open Access Journals (Sweden)

    Светлана Николаевна Дворяткина

    2014-12-01

    Full Text Available This article focuses on the actual problem of designing information systems of automated control of mathematical knowledge of students using fuzzy logic, which take into account the shortcomings of modern systems of evaluation and control. These include a limited number of forms of response and two-point scoring system, inflexible procedures calculating the final assessment, the lack of consideration of estimating the depth and breadth of knowledge, adaptation of the estimation procedure to the individual characteristics of the students.

  12. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  13. Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

    Science.gov (United States)

    Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…

  14. Reading Comprehension in Test Preparation Classes: An Analysis of Teachers' Pedagogical Content Knowledge in TESOL

    Science.gov (United States)

    Irvine-Niakaris, Christine; Kiely, Richard

    2015-01-01

    This article examines the pedagogical content knowledge which underpins the practices in reading lessons of experienced teachers in test preparation classes. It takes as a starting point the assumption that practice is shaped by teacher cognitions, which are established through professional training and classroom experience. Thus, the study…

  15. 21st Century Pedagogical Content Knowledge and Science Teaching and Learning

    Science.gov (United States)

    Slough, Scott; Chamblee, Gregory

    2017-01-01

    Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, discusses some of its limitations, and reviews and introduces a new theoretical framework, 21st…

  16. Examining science teachers' pedagogical content knowledge in the context of a professional development program

    NARCIS (Netherlands)

    Wongsopawiro, Dirk Soenario

    2012-01-01

    This dissertation reports on the pedagogical content knowledge (PCK) of science teachers during a professional development program. This research intended to help us understand why and how teachers make their classroom decisions as they teach science. The main questions in this study were: What is

  17. Teachers' Perceptions and Pedagogical Content Knowledge of Phonological Awareness, Phonics, and Dyslexia

    Science.gov (United States)

    Williams, Jennifer S.

    2012-01-01

    In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…

  18. Describing Instrumental Music Teachers' Thinking: Implications for Understanding Pedagogical Content Knowledge

    Science.gov (United States)

    Millican, J. Si

    2013-01-01

    Pedagogical content knowledge, the particular ways that teachers understand their subjects in order to instruct others, has been described and explored in the math and science education fields in some depth, yet little research exists illustrating this concept in music instruction. I used a descriptive approach to explore expert beginning band…

  19. Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers

    Science.gov (United States)

    Stewart, Jessica; Antonenko, Pavlo D.; Robinson, J. Shane; Mwavita, Mwarumba

    2013-01-01

    The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and…

  20. Knowledge-assisted cross-media analysis of audio-visual content in the news domain

    NARCIS (Netherlands)

    Mezaris, Vasileios; Gidaros, Spyros; Papadopoulos, Georgios Th.; Kasper, Walter; Ordelman, Roeland J.F.; de Jong, Franciska M.G.; Kompatsiaris, Ioannis

    In this paper, a complete architecture for knowledge-assisted cross-media analysis of News-related multimedia content is presented, along with its constituent components. The proposed analysis architecture employs state-of-the-art methods for the analysis of each individual modality (visual, audio,

  1. Pedagogical Content Knowledge for World History Teachers: What Is It? How Might Prospective Teachers Develop It?

    Science.gov (United States)

    Harris, Lauren McArthur; Bain, Robert B.

    2011-01-01

    This article takes up the question of world history teachers' pedagogical content knowledge by reporting on two separate but related projects. In the first, we briefly discuss an empirical investigation one of the authors conducted into the ways that pre- and in-service world history teachers think about, organize, and make meaning of separate and…

  2. Developing pre-service science teachers' pedagogical content knowledge by using training program

    Science.gov (United States)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

    A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

  3. Student Content Knowledge Increases after Participation in a Hands-on Biotechnology Intervention

    Science.gov (United States)

    Bigler, Amber M.; Hanegan, Nikki L.

    2011-01-01

    Implementing biotechnology education through hands-on teaching methods should be considered by secondary biology teachers. This study is an experimental research design to examine increased student content knowledge in biotechnology after a hands-on biotechnology intervention. The teachers from both school groups participated in, Project Crawfish,…

  4. The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

    Science.gov (United States)

    Milbourne, Jeff; Wiebe, Eric

    2018-02-01

    While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students' solution pathways, as well as the obstacles that prevented them from reaching "reasonable" solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student's solution pathway choice may depend on how she perceives the problem.

  5. Investigating Coherence among Turkish Elementary Science Teachers' Teaching Belief Systems, Pedagogical Content Knowledge and Practice

    Science.gov (United States)

    Bahcivan, Eralp; Cobern, William W.

    2016-01-01

    This study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with…

  6. The Use of Analogies in Language Teaching: Representing the Content of Teachers' Practical Knowledge

    Science.gov (United States)

    Hulshof, Hans; Verloop, Nico

    2002-01-01

    This study sought to determine how experienced language teachers use analogies to help students comprehend a text on the course of their regular teaching routines. It is assumed that analogies constitute one important component of the content of teachers' practical knowledge in the context of reading-comprehension instruction. The framework of the…

  7. Pre-Service Chemistry Teachers' Beliefs about Teaching and Their Pedagogical Content Knowledge

    Science.gov (United States)

    Oskay, Ozge Ozyalcin; Erdem, Emine; Yilmaz, Ayhan

    2009-01-01

    In this study the relationship between pre-service chemistry teachers' beliefs about teaching and their pedagogical content knowledge were investigated. The sample of the study consists of 99 pre-service chemistry teachers attending Hacettepe University, Faculty of Education. As data collection tools the adapted form of "Beliefs About…

  8. Elementary Physical Education Teachers' Content Knowledge of Physical Activity and Health-Related Fitness

    Science.gov (United States)

    Santiago, Jose A.; Disch, James G.; Morales, Julio

    2012-01-01

    The purpose of this study was to examine elementary physical education teachers' content knowledge of physical activity and health-related fitness. Sixty-four female and 24 male teachers completed the Appropriate Physical Activity and Health-Related Fitness test. Descriptive statistics results indicated that the mean percentage score for the test…

  9. Designing Cognitively Diagnostic Assessment for Algebraic Content Knowledge and Thinking Skills

    Science.gov (United States)

    Zhang, Zhidong

    2018-01-01

    This study explored a diagnostic assessment method that emphasized the cognitive process of algebra learning. The study utilized a design and a theory-driven model to examine the content knowledge. Using the theory driven model, the thinking skills of algebra learning was also examined. A Bayesian network model was applied to represent the theory…

  10. Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Hubbard, Aleata Kimberly

    2017-01-01

    In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

  11. The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education

    Science.gov (United States)

    Mecoli, Storey

    2013-01-01

    Pedagogical Content Knowledge, Lee S. Shulman's theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK…

  12. Domain-Specific Aspects of Technological Pedagogical Content Knowledge: Music Education and the Importance of Affect

    Science.gov (United States)

    Macrides, Elena; Angeli, Charoula

    2018-01-01

    The present study addresses the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPACK), the importance of affect in the instructional design of music lessons. The purpose of this study is twofold: (a) to extend the…

  13. Examining the Relative Contributions of Content Knowledge and Strategic Processing to Comprehension

    Science.gov (United States)

    Aukerman, Maren; Brown, Rachel; Mokhtari, Kouider; Valencia, Sheila; Palincsar, Annemarie

    2015-01-01

    The essays below were prepared following the LRA session organized by Janice Almasi entitled, "Examining the relative contributions of content knowledge and strategic processing to comprehension." What unites these essays are the personal and historical stances that each writer has taken; in addition, the essays are rich with…

  14. Developing Technological Pedagogical Content Knowledge in pre-service science teachers : Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  15. Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2017-01-01

    This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture…

  16. Exploring the Complexity of Teaching: The Interaction between Teacher Self-Regulation and Pedagogical Content Knowledge

    Science.gov (United States)

    Uzuntiryaki-Kondakci, Esen; Demirdögen, Betül; Akin, Fatma Nur; Tarkin, Aysegul; Aydin-Günbatar, Sevgi

    2017-01-01

    This study combined two important frameworks--teacher self-regulation and pedagogical content knowledge (PCK)--to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of…

  17. Characterisation of Teacher Professional Knowledge and Skill through Content Representations from Tertiary Chemistry Educators

    Science.gov (United States)

    Schultz, M.; Lawrie, G. A.; Bailey, C. H.; Dargaville, B. L.

    2018-01-01

    An established tool for collating secondary teachers' pedagogical content knowledge (Loughran's CoRe) has been adapted for use by tertiary educators. Chemistry lecturers with a range of levels of experience were invited to participate in workshops through which the tool was piloted, refined and applied. We now present this refined tool for the…

  18. Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Load

    Science.gov (United States)

    Kennedy, Michael J.; Hirsch, Shanna Eisner; Dillon, Sarah E.; Rabideaux, Lindsey; Alves, Kathryn D.; Driver, Melissa K.

    2016-01-01

    The use of multimedia-driven instruction in college courses is an emerging practice designed to increase students' knowledge. However, limited research has validated the effectiveness of using multimedia to teach students about functional behavioral assessments (FBAs). To test the effectiveness of a multimedia tool called Content Acquisition…

  19. Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge

    Science.gov (United States)

    Deng, Zongyi

    2007-01-01

    This article questions the basic assumptions of pedagogical content knowledge by analyzing the ideas of Jerome Bruner, Joseph Schwab, and John Dewey concerning transforming the subject matter. It argues that transforming the subject matter is not only a pedagogical but also a complex curricular task in terms of developing a school subject or a…

  20. Socioscientific Issues-Based Instruction: An Investigation of Agriscience Students' Content Knowledge Based on Student Variables

    Science.gov (United States)

    Shoulders, Catherine W.; Myers, Brian E.

    2013-01-01

    Numerous researchers in science education have reported student improvement in areas of scientific literacy resulting from socioscientific issues (SSI)-based instruction. The purpose of this study was to describe student agriscience content knowledge following a six-week SSI-based instructional unit focusing on the introduction of cultured meat…

  1. Beware: this is sponsored! How disclosures of sponsored content affect persuasion knowledge and brand responses

    NARCIS (Netherlands)

    Boerman, S.; van Reijmersdal, E.; Neijens, P.

    2012-01-01

    This study examined how disclosure of sponsored content influences persuasion knowledge and brand responses (i.e., brand memory and brand attitude). Moreover, we tested whether extending disclosure duration increases its effect. We conducted an experiment (N = 116) in which we compared the effects

  2. A qualitative content analysis of knowledge storage in nursing education system.

    Science.gov (United States)

    Karimi Moonaghi, Hossein; Ahanchian, Mohammad Reza; Hassanian, Zahra Marzieh

    2014-10-01

    The need for effective management of intellectual and academic assets is constantly growing. The nursing educational system should be considered as a storage of knowledge since it is deposited in the nursing educational system in the form of intellectual investment. The purpose of the present study was to explore nursing knowledge storage in the nursing educational system. The participants of this study consisted of eight nursing educators and five students. The inductive content analysis method was used in this research. Participants were interviewed through the semi-structured method. Data analysis was done by five stage framework approaches. The trustworthiness of the study was ensured through validity and acceptability criteria. Data analysis showed that nursing educators and students were involve in teaching and learning activities by storing knowledge in subjective and objective forms. Knowledge was gained through the different educational activities of the nursing educators and through contact with their peers. Moreover, the nursing students gained knowledge for better learning and a more knowledgeable and advanced performance with the help of the educators. This study revealed the main components of knowledge storage. An enhanced preservation of explicit knowledge is recommended in the nursing educational system so that in the future, students and educators can easily access the same knowledge from storage sources and not from individuals who might be carrying only a single experience of the subject.

  3. The Mathematics Syllabus and Adult Learners in Community Colleges: Integrating Technique with Content.

    Science.gov (United States)

    Baker, Robert N.

    2001-01-01

    Presents a brief discussion of the challenges presented to mathematics education by changes in social dependence on mathematics, in professional response to the needs of students, in institutional expectations of students and teachers, and in student demographics and expectations. Provides an extended outline for a syllabus used to clearly…

  4. Examining the Interactions between Mathematical Content and Pedagogical Form: Notes on the Structure of the Lesson

    Science.gov (United States)

    Karp, Alexander

    2004-01-01

    Research conducted during the Trends in International Mathematics and Science Study (TIMSS) and later (Stigler et al. 1999; Stigler and Hiebert 1999) undertook a thorough analysis of lessons in the United States, Japan, and Germany. This article focuses on certain aspects of mathematics lessons in Russia. Specifically, the attempt is made to…

  5. An Investigation of Prospective Secondary Mathematics Teachers' Conceptual Knowledge of and Attitudes Towards Statistics

    Science.gov (United States)

    Hannigan, Ailish; Gill, Olivia; Leavy, Aisling M.

    2013-01-01

    The development of statistical literacy is fast becoming the focus of a large part of mathematics instruction at primary, secondary and tertiary levels. This broadening of the mathematics curriculum to encompass a focus on statistics makes considerable demands on teachers. Most mathematics teachers acknowledge the practical importance of…

  6. The Effects of STEM PBL on Students' Mathematical and Scientific Vocabulary Knowledge

    Science.gov (United States)

    Bilgin, Ali; Boedeker, Peter; Capraro, Robert M.; Capraro, Mary M.

    2015-01-01

    Vocabulary is at the surface level of language usage; thus, students need to develop mathematical and scientific vocabulary to be able to explicitly communicate their mathematical and scientific reasoning with others. The National Council of Teachers of Mathematics (NCTM) and the National Science Teachers Association (NSTA) have both created…

  7. Discrete Mathematics in Deaf Education: A Survey of Teachers' Knowledge and Use

    Science.gov (United States)

    Pagliaro, C.; Kritzer, K. L.

    2005-01-01

    The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United…

  8. The Making of Practical Optics : Mathematical Practitioners’ Appropriation of Optical Knowledge between Theory and Practice

    NARCIS (Netherlands)

    Dupré, S.; Cormack, L.B.; Walton, S.A.; Schuster, J.A.

    2017-01-01

    The discussion of the differing practices of mathematical practitioners’ appropriation of the optical tradition in this essay brings out a variety among mathematical practitioners and within the tradition of practical mathematics. This diversity is difficult to grasp in accounts of practical

  9. Secondary Mathematics Teachers' Beliefs, Attitudes, Knowledge Base, and Practices in Meeting the Needs of English Language Learners

    Science.gov (United States)

    Gann, Linda

    2013-01-01

    The research centered on secondary mathematics teachers' beliefs, attitudes, knowledge base, and practices in meeting the academic and language needs of English language learners. Using socio-cultural theory and social practice theory to frame the study, the research design employed a mixed methods approach incorporating self-reported surveys,…

  10. Make a Drawing. Effects of Strategic Knowledge, Drawing Accuracy, and Type of Drawing on Students' Mathematical Modelling Performance

    Science.gov (United States)

    Rellensmann, Johanna; Schukajlow, Stanislaw; Leopold, Claudia

    2017-01-01

    Drawing strategies are widely used as a powerful tool for promoting students' learning and problem solving. In this article, we report the results of an inferential mediation analysis that was applied to investigate the roles that strategic knowledge about drawing and the accuracy of different types of drawings play in mathematical modelling…

  11. The psychological characteristics of experiences that influence science motivation and content knowledge

    Science.gov (United States)

    Bathgate, Meghan; Schunn, Christian

    2017-11-01

    While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

  12. Principle-Based Mathematics: An Exploratory Study

    OpenAIRE

    Poon, Rebecca Chung-Yan

    2014-01-01

    Although educators and policymakers are becoming increasingly aware of the need for professional development that is content specific (Kennedy, 1999) and focuses on deepening and broadening teachers' knowledge of content for teaching (American Federation of Teachers, 2002; National Academy of Education, 2009), little attention has been given to supporting teachers' development of content knowledge as defined by Shulman (1986). Principle-Based Mathematics (PBM), a presentation of K-12 mathemat...

  13. Developing the STS sound pollution unit for enhancing students' applying knowledge among science technology engineering and mathematics

    Science.gov (United States)

    Jumpatong, Sutthaya; Yuenyong, Chokchai

    2018-01-01

    STEM education suggested that students should be enhanced to learn science with integration between Science, Technology, Engineering and Mathematics. To help Thai students make sense of relationship between Science, Technology, Engineering and Mathematics, this paper presents learning activities of STS Sound Pollution. The developing of STS Sound Pollution is a part of research that aimed to enhance students' perception of the relationship between Science Technology Engineering and Mathematics. This paper will discuss how to develop Sound Pollution through STS approach in framework of Yuenyong (2006) where learning activities were provided based on 5 stages. These included (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decisionmaking, and (5) socialization stage. The learning activities could be highlighted as following. First stage, we use video clip of `Problem of people about Sound Pollution'. Second stage, students will need to identification of potential solutions by design Home/Factory without noisy. The need of scientific and other knowledge will be proposed for various alternative solutions. Third stage, students will gain their scientific knowledge through laboratory and demonstration of sound wave. Fourth stage, students have to make decision for the best solution of designing safety Home/Factory based on their scientific knowledge and others (e.g. mathematics, economics, art, value, and so on). Finally, students will present and share their Design Safety Home/Factory in society (e.g. social media or exhibition) in order to validate their ideas and redesigning. The paper, then, will discuss how those activities would allow students' applying knowledge of science technology engineering, mathematics and others (art, culture and value) for their possible solution of the STS issues.

  14. Enhancing Content Knowledge in Essay Writing Classes: A Multimedia Package for Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Marziyeh Tahmouresi Majelan

    2014-04-01

    Full Text Available The main objective of this study was to investigate empirically if promoting a multimedia package enhances content knowledge in essay writing of 80 junior English translation students at a University in Karaj, Iran; plus, whether the learners’ writing content improve due to the presence of the multimedia package or not. The multimedia was considered to be a CD, containing recordings both in first language (L1=Farsi and in second language (L2=English along with manipulative and task-based activities. A homogenizing test, the pre-posttests, and the material in a form of a CD (treatment including forty of the most common TOEFL essays both in L1 and L2 plus manipulative tasks to fulfill provided by the researcher, were the instruments in the study.  After 14 weeks, both the experimental and control groups sat for the posttest with exactly the same characteristics of pretest except for the topics. When the collected data was analyzed, a mean difference of t-test along with a paired t-test showed a significant difference between the performance of the control and the experimental groups, regarding the content. Consequently, the statistics proved that enhancing content knowledge by means of a multimedia package containing recordings plus manipulative and task-based activities would improve students’ writing ability while the control group in which a current traditional rhetoric approach was used, the placebo, did not show any statistically significant improvement regarding content.

  15. Scale development for pre-service mathematics teachers ...

    African Journals Online (AJOL)

    The purpose of this study is to develop a scale to determine pre-service mathematics teachers' perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics teachers who were ...

  16. A method for determining the content of knowledge training for nuclear professionals

    International Nuclear Information System (INIS)

    Scott, C.K.

    2004-01-01

    A developer of knowledge training materials for nuclear professionals is faced with the challenge of determining the appropriate scope and depth of training. This paper presents a method for establishing the content starting from overall objectives of the activity and breaking it down into the job and task level of an individual's specific jobs and tasks. Nuclear safety training is used as an example. In this case there are four stages of break down in the knowledge base before its implementation in jobs and tasks of the station's work processes. This process also satisfies the training principles for enabling effective operational decision making. (author)

  17. Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy

    Science.gov (United States)

    Shea, Nicole Anne

    Science curriculum is often used as a means to train students as future scientists with less emphasis placed on preparing students to reason about issues they may encounter in their daily lives (Feinstein, Allen, & Jenkins, 2013; Roth & Barton, 2004). The general public is required to think scientifically to some degree throughout their life and often across a variety of issues. From an empirical standpoint, we do not have a robust understanding of what scientific knowledge the public finds useful for reasoning about socio-scientific issues in their everyday lives (Feinstein, 2011). We also know very little about how the situational features of an issue influences reasoning strategy (i.e., the use of knowledge to generate arguments). Rapid advances in science - particularly in genetics - increasingly challenge the public to reason about socio-scientific issues. This raises questions about the public's ability to participate knowledgeably in socio-scientific debates, and to provide informed consent for a variety of novel scientific procedures. This dissertation aims to answer the questions: How do individuals use their genetic content knowledge to reason about authentic issues they may encounter in their daily lives? Individuals' scientific knowledge is a critical aspect of scientific literacy, but what scientific literacy looks like in practice as individuals use their content knowledge to reason about issues comprised of different situational features is still unclear. The purpose of this dissertation is to explore what knowledge is actually used by individuals to generate and support arguments about a variety of socio-scientific issues, and how the features of those issues influences reasoning strategy. Three studies were conducted to answer questions reflecting this purpose. Findings from this dissertation provide important insights into what scientific literacy looks like in practice.

  18. Technological Pedagogical Knowledge of Content: building of concepts and teaching skills

    Directory of Open Access Journals (Sweden)

    Sidinei Oliveira Sousa

    2017-12-01

    Full Text Available This article aims to investigate how the Information and communications technology (ICT are integrated into teaching practices according to the theory of Technological Pedagogical Content Knowledge(TPACK. Participated in the research 44 students enrolled in one subject of Introduction to Computing offered in the Licensure Course of Chemistry from a State University. To the data collection, it were considered the interactions among students, which occurred in the Virtual Learning Environment and in the Facebook social network, besides the reports and materials produced by the students and the questionnaires self- assessment of performance. The data collected showed that the TPACK used as a theoretical framework to address content, combined with an active methodological approach (Blended Online POPBL, allowed the students, future teachers, improve their understanding of how are developed the teachers’ pedagogical practices with knowledge in the technology use articulated with their curricular domain.

  19. Achievement goal orientation and situational motivation for a low-stakes test of content knowledge.

    Science.gov (United States)

    Waskiewicz, Rhonda A

    2012-05-10

    To determine the extent of the relationship between students' inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. The ability to predict pharmacy students' motivation to perform on a low-stakes standardized test of content knowledge increases the test's usefulness as a measure of curricular effectiveness.

  20. Enhancing the prospective biology teachers’ Pedagogical Content Knowledge (PCK) through a peer coaching based model

    Science.gov (United States)

    Anwar, Yenny

    2018-05-01

    This paper presents the results of implementation Peer Coaching Based Model that was implemented in development and Packaging Learning Tool program aimed at developing a Pedagogical Content Knowledge prospective teachers’ capabilities. Development and Packaging Learning Tool is a training program that applies various knowledge, attitude, and skill of students in order to form professional teacher. A need assessment was conducted to identify prospective teachers’ professional needs, especially PCK ability. Tests, questionnaires, interviews, field notes and video recordings were used in this research. The result indicated that the ability of Prospective teachers’ PCK has increased. This can be shown from the N-Gain that included in the medium category. This increase shows that there is integration of pedagogy and content; they have used varied strategies and can explain the reasons for its used. This means that the pattern belongs to the lower limit of the growing- PCK category. It is recommended to use peer coaching model during peer teaching.

  1. Persistent Genetic and Family-Wide Environmental Contributions to Early Number Knowledge and Later Achievement in Mathematics.

    Science.gov (United States)

    Garon-Carrier, Gabrielle; Boivin, Michel; Kovas, Yulia; Feng, Bei; Brendgen, Mara; Vitaro, Frank; Séguin, Jean R; Tremblay, Richard E; Dionne, Ginette

    2017-12-01

    This study investigated the stable and transient genetic and environmental contributions to individual differences in number knowledge in the transition from preschool (age 5) to Grade 1 (age 7) and to the predictive association between early number knowledge and later math achievement (age 10-12). We conducted genetic simplex modeling across these three time points. Genetic variance was transmitted from preschool number knowledge to late-elementary math achievement; in addition, significant genetic innovation (i.e., new influence) occurred at ages 10 through 12 years. The shared and nonshared environmental contributions decreased during the transition from preschool to school entry, but shared and nonshared environment contributed to the continuity across time from preschool number knowledge to subsequent number knowledge and math achievement. There was no new environmental contribution at time points subsequent to preschool. Results are discussed in light of their practical implications for children who have difficulties with mathematics, as well as for preventive intervention.

  2. Food recognition and recipe analysis: integrating visual content, context and external knowledge

    OpenAIRE

    Herranz, Luis; Min, Weiqing; Jiang, Shuqiang

    2018-01-01

    The central role of food in our individual and social life, combined with recent technological advances, has motivated a growing interest in applications that help to better monitor dietary habits as well as the exploration and retrieval of food-related information. We review how visual content, context and external knowledge can be integrated effectively into food-oriented applications, with special focus on recipe analysis and retrieval, food recommendation, and the restaurant context as em...

  3. A REVIEW AND CONTENT ANALYSIS OF MATHEMATICS TEXTBOOKS IN EDUCATIONAL RESEARCH

    Directory of Open Access Journals (Sweden)

    Cheng Chieh Chang

    2017-06-01

    Full Text Available Research collected and reviewed a number of empirical studies in the field of educational research regarding the analysis of mathematics textbooks to provide summary and overview the information there in. The questions were identified via Google Scholar and collected from different data sources. A total of 44 papers published from 1953 to 2015 were selected based specific criteria, with 24 articles include in the SSCI database. Descriptive statistics were used to evaluate and interpret the results. A perspective on the learning analysis methods was used to collect studies and showed the mathematics textbooks analyzed were investigated under four themes: The analysis of standards, distributive property, language in mathematics, and others. School’s level which is investigated textbooks: Kindergarten, elementary, junior school, and senior school. Subjects covered in the mathematics textbooks included algebra and arithmetic, geometry, measurement, data analysis and probability, number and operations, among others. Research found the most frequently discussed in perspective on learning was the analysis of the standards and the distributive property (15 studies, the most common subject was number and operations (16 studies, and the highest number in school’s level was elementary school (18 studies. Nevertheless, fewer studies have been found to analyzing mathematics textbooks. Future research can pay attention for the relevant theoretical issues and collaborate studies in more perspective learning analysis.

  4. Limited Knowledge of Fraction Representations Differentiates Middle School Students with Mathematics Learning Disability (Dyscalculia) versus Low Mathematics Achievement

    Science.gov (United States)

    Mazzocco, Michele M. M.; Myers, Gwen F.; Lewis, Katherine E.; Hanich, Laurie B.; Murphy, Melissa M.

    2013-01-01

    Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions…

  5. Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

    Science.gov (United States)

    Stephenson, Robert L.

    The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

  6. Effect of Content Schema, Vocabulary Knowledge, and Reading Comprehension on Translation Performance

    Directory of Open Access Journals (Sweden)

    Reza Kafipour

    2017-09-01

    Full Text Available Schemata refer to all kinds of knowledge which are gained throughout the lifetime. Few studies tried to integrate schema theory and the next two crucial factors in translation and learning which are vocabulary knowledge and reading comprehension. Thus, the present research aimed at delineating the potential effect of these three factors on translation performance of Iranian undergraduate students majoring in translator training. To this end, 172 Iranian undergraduate students majoring in translator training were selected based on two-step cluster sampling. To collect data, the participants answered a set of 6 open-ended questions to measure the students’ content schema along with a vocabulary size test, reading comprehension test, and translation task. To analyze data, Pearson correlation coefficient as well as stepwise multiple regressions was conducted through Statistical Package for Social Sciences (SPSS version 17. Data analysis indicated that the independent variables significantly correlated with translation performance. In addition, multiple regressions analysis specified reading comprehension as the main contributing variable and content schema as the second in students’ translation performance. It also showed that vocabulary knowledge could not be a predicting factor in translation performance of the learners; the reason may refer to the inseparable component of their translation task that is dictionary. The results highlighted the role of content schema in translation performance of the learners.

  7. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

    2016-08-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

  8. Mathematics-for-teaching: Insights from the case of annuities

    Directory of Open Access Journals (Sweden)

    Craig Pournara

    2014-11-01

    Full Text Available Shulman’s notations of subject matter knowledge (SMK and pedagogical content knowledge (PCK have been very influential in education research on teachers’ knowledge for teaching. However, there is little empirical evidence in support of these as separate analytical constructs. Furthermore, attempts to distinguish SMK and PCK highlight the complex and multidimensional nature of teachers’ knowledge and hence the difficulty of separating SMK and PCK. The author adopts the notion of mathematics-for-teaching (MfT and argues that teachers’ knowledge for teaching annuities comprises knowledge of mathematical aspects, knowledge of pedagogical aspects and contextual knowledge of finance. Drawing from a larger study in which the author taught a financial mathematics course to pre-service secondary mathematics teachers, four examples of teachers’ knowledge for teaching annuities are identified, each of which illustrates how knowledge of mathematics, knowledge of pedagogy and contextual knowledge of finance are intertwined.

  9. Usability of American Sign Language Videos for Presenting Mathematics Assessment Content.

    Science.gov (United States)

    Hansen, Eric G; Loew, Ruth C; Laitusis, Cara C; Kushalnagar, Poorna; Pagliaro, Claudia M; Kurz, Christopher

    2018-04-12

    There is considerable interest in determining whether high-quality American Sign Language videos can be used as an accommodation in tests of mathematics at both K-12 and postsecondary levels; and in learning more about the usability (e.g., comprehensibility) of ASL videos with two different types of signers - avatar (animated figure) and human. The researchers describe the results of administering each of nine pre-college mathematics items in both avatar and human versions to each of 31 Deaf participants with high school and post-high school backgrounds. This study differed from earlier studies by obliging the participants to rely on the ASL videos to answer the items. While participants preferred the human version over the avatar version (apparently due largely to the better expressiveness and fluency of the human), there was no discernible relationship between mathematics performance and signed version.

  10. Mathematical Making in Teacher Preparation: What Knowledge Is Brought to Bear?

    Science.gov (United States)

    Greenstein, Steven; Seventko, Justin

    2017-01-01

    In this paper, we describe an experience within mathematics teacher preparation that engages preservice teachers (PSTs) in Making and design practices that we hypothesized would inform their conceptual and pedagogical thinking. With a focus on the design of new tools to support mathematics teaching and learning, this Learning by Design experience…

  11. Effects of "Handep" Cooperative Learning Based on Indigenous Knowledge on Mathematical Problem Solving Skill

    Science.gov (United States)

    Demitra; Sarjoko

    2018-01-01

    Indigenous people of Dayak tribe in Kalimantan, Indonesia have traditionally relied on a system of mutual cooperation called "handep." The cultural context has an influence on students mathematics learning. The "handep" system might be suitable for modern learning situations to develop mathematical problem-solving skill. The…

  12. A survey on the effectiveness of using GeoGebra software towards lecturers' conceptual knowledge and procedural mathematics

    Science.gov (United States)

    Wan Salleh, Masturah; Sulaiman, Hajar

    2013-04-01

    The use of technology in the teaching of mathematics at the university level has long been introduced; but many among the lecturers, especially those that have taught for many years, still opt for a traditional teaching method, that is, by lecture talk. One reason is that lecturers themselves were not exposed to the technologies available and how it can assist in the teaching and learning procedures (T&L) in mathematics. GeoGebra is a mathematical software which is open and free and has just recently been introduced in Malaysia. Compared with the software Cabri Geometry and Geometer's Sketchpad (GSP), which only focus on geometry, GeoGebra is able to connect geometry, algebra and numerical representation. Realizing this, the researchers have conducted a study to expose the university lecturers on the use of GeoGebra in T&L. The researchers chose to do the research on mathematics lecturers at the Department of Computer Science and Mathematics (JSKM), Universiti Teknologi Mara (UiTM), Penang. The objective of this study is to determine whether an exposure to GeoGebra software can affect the conceptual knowledge and procedural teaching of mathematics at the university level. This study is a combination of descriptive and qualitative. One session was conducted in an open workshop for all the 45 lecturers. From that total, four people were selected as a sample. The sample was selected by using a simple random sampling method. This study used materials in the form of modules during the workshop. In terms of conceptual knowledge, the results showed that the GeoGebra software is appropriate, relevant and highly effective for in-depth understanding of the selected topics. While the procedural aspects of teaching, it can be one of the teaching aids and considerably facilitate the lecturers.

  13. A Survey on Portuguese Lexical Knowledge Bases: Contents, Comparison and Combination

    Directory of Open Access Journals (Sweden)

    Hugo Gonçalo Oliveira

    2018-02-01

    Full Text Available In the last decade, several lexical-semantic knowledge bases (LKBs were developed for Portuguese, by different teams and following different approaches. Most of them are open and freely available for the community. Those LKBs are briefly analysed here, with a focus on size, structure, and overlapping contents. However, we go further and exploit all of the analysed LKBs in the creation of new LKBs, based on the redundant contents. Both original and redundancy-based LKBs are then compared, indirectly, based on the performance of automatic procedures that exploit them for solving four different semantic analysis tasks. In addition to conclusions on the performance of the original LKBs, results show that, instead of selecting a single LKB to use, it is generally worth combining the contents of all the open Portuguese LKBs, towards better results.

  14. Knowledge of sugar content of sports drinks is not associated with sports drink consumption.

    Science.gov (United States)

    Zytnick, Deena; Park, Sohyun; Onufrak, Stephen J; Kingsley, Beverly S; Sherry, Bettylou

    2015-01-01

    To examine U.S. adult knowledge of the sugar content of sports drinks and whether this knowledge and other characteristics are associated with their sports drink consumption. Nonexperimental. Nationally representative 2011 Summer ConsumerStyles survey data. 3929 U.S. adults. The outcome variable was sports drink consumption in the past 7 days. The main exposure variable was knowledge about sports drinks containing sugar. The covariates were sociodemographic characteristics, physical activity, and weight status. Multivariable logistic regression analysis was used to estimate adjusted odds ratios (ORs) for adults consuming sports drinks ≥1 times/wk after controlling for other characteristics. Approximately 22% of adults reported consuming sports drinks ≥1 times/wk. Most adults (71%) agreed that sports drinks contain sugar; however, this agreement was not significantly associated with adults' sports drink consumption. The odds of drinking sports drinks ≥1 times/wk were significantly higher among younger adults aged 18 to 64 years (OR range: 5.46-2.71), males (OR = 2.09), high-school graduates (OR = 1.52), and highly active adults (OR = 2.09). There were disparities in sports drink consumption by sociodemographic characteristics and physical activity level; however, knowledge of sports drinks' sugar content was not associated with consumption. Understanding why some population groups are higher consumers may assist in the development of education, providing those groups with a better understanding of sports drinks' nutritional value and health consequences of excessive sugar consumption in any form.

  15. Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

    Science.gov (United States)

    Wang, Jianlan; Buck, Gayle A.

    2016-08-01

    Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

  16. A Study on Gendered Portrayals in Children's Picture Books with Mathematical Content

    Directory of Open Access Journals (Sweden)

    Patricia R. Ladd

    2011-12-01

    Full Text Available This study analyzes sexism in children's picture books that incorporate mathematical problems and problem-solving into the plot to determine if children's earliest reading material is affecting the achievement gap between males and females in this subject area. The study focused not just on overall totals of male and female characters, but also analyzed which genders most often portrayed gender stereotyped behaviors and personality traits and which characters were most often shown with mathematical skills. The findings of the study show that there were twice as many male as female characters, and the math problem-solving was generally done by males in the majority of titles.

  17. Do Gains in Secondary Teachers’ Content Knowledge Provide an ASSET to Student Learning?

    Science.gov (United States)

    Hites, Travis

    2015-01-01

    During the Summer of 2013, a group of East Texas middle and high school science teachers attended the first year of the Astronomy Summer School of East Texas (ASSET), a two-week NASA funded workshop. This workshop focused on providing area teachers with a rigorous two-week experience loaded with interactive content lessons combined with hands-on activities, all relating to the universal laws of astronomy as well as solar system concepts.The effectiveness of this workshop was gauged in part through a series of content surveys given to each participating educator at the beginning and end of the workshop. Similar content surveys were also administered to each teacher's students as pre/post-content surveys in an effort to determine the extent to which teacher gains were transferred into student gains, as well as to judge the effectiveness of the teachers' lessons in conveying these concepts to the students.Overall, students performed best on concepts where teachers exhibited the highest gains in their learning and focused most of their emphasis. A question-by-question analysis, though, suggests that a broad analysis paints an incomplete picture of student learning. We will present an item analysis of student gains by topic along with a comparison of content coverage and teacher gains. Looking beyond these numbers will present results that demonstrate that giving secondary teachers professional development opportunities to increase content knowledge, and tools to present such knowledge to their students, can improve student learning and performance, but is dependent on teacher confidence and level of coverage.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

  18. Mathematical Performance: What's in It for Developmental Educators?

    Science.gov (United States)

    Garofalo, Joe

    1985-01-01

    Points out that successful mathematical performance depends not only on declarative and procedural content knowledge, but also upon mathematical thinking skills such as problem-schema knowledge, decision-making skills, and metacognitive knowledge. Argues that the growing need for remediation should influence schools' traditional overemphasis on…

  19. Subject-specific pedagogical content knowledge: Implications for alternatively and traditionally trained biology teachers

    Science.gov (United States)

    Ravgiala, Rebekah Rae

    Theories regarding the development of expertise hold implications for alternative and traditional certification programs and the teachers they train. The literature suggests that when compared to experts in the field of teaching, the behaviors of novices differ in ways that are directly attributed to their pedagogical content knowledge. However, few studies have examined how first and second year biology teachers entering the profession from traditional and alternative training differ in their demonstration of subject-specific pedagogical content knowledge. The research problem in this multicase, naturalistic inquiry investigated how subject-specific pedagogical content knowledge was manifested among first and second year biology teachers in the task of transforming subject matter into forms that are potentially meaningful to students when explicit formal training has been and has not been imparted to them as preservice teachers. Two first year and two second year biology teachers were the subjects of this investigation. Allen and Amber obtained their certification through an alternative summer training institute in consecutive years. Tiffany and Tricia obtained their certification through a traditional, graduate level training program in consecutive years. Both programs were offered at the same northeastern state university. Participants contributed to six data gathering techniques including an initial semi-structured interview, responses to the Conceptions of Teaching Science questionnaire (Hewson & Hewson, 1989), three videotaped biology lessons, evaluation of three corresponding lesson plans, and a final semi-structured interview conducted at the end of the investigation. An informal, end-of-study survey intended to offer participants an opportunity to disclose their thoughts and needs as first year teachers was also employed. Results indicate that while conceptions of teaching science may vary slightly among participants, there is no evidence to suggest that

  20. Promoting Student Teachers' Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

    Science.gov (United States)

    Rosenkränzer, Frank; Kramer, Tim; Hörsch, Christian; Schuler, Stephan; Rieß, Werner

    2016-01-01

    The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers' Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed…

  1. Gaps in Science Content Knowledge Encountered during Teaching Practice: A Study of Early-Career Middle-School Science Teachers

    Science.gov (United States)

    Kinghorn, Brian Edward

    2013-01-01

    Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…

  2. r dr r: Engaging Students with Significant Mathematical Content from The Simpsons

    Science.gov (United States)

    Greenwald, Sarah J.; Nestler, Andrew

    2004-01-01

    "The Simpsons" is an ideal source of fun ways to introduce important mathematical concepts, motivate students, and reduce math anxiety. We discuss examples from "The Simpsons" related to calculus, geometry, and number theory that we have incorporated into the classroom. We explore student reactions and educational benefits and difficulties…

  3. Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

    Science.gov (United States)

    Lavadia, Linda

    Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

  4. Making Learning Visible: Developing Preservice Teachers' Pedagogical Content Knowledge and Teaching Efficacy Beliefs in Environmental Education

    Science.gov (United States)

    Richardson, Greer M.; Byrne, Laurel L.; Liang, Ling L.

    2018-01-01

    Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge…

  5. Constructing knowledge for teaching secondary mathematics tasks to enhance prospective and practicing teacher learning

    CERN Document Server

    Zaslavsky, Orit

    2010-01-01

    This book offers a unifed approach to tasks used in the education of secondary mathematics teachers, based on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and more.

  6. Written Mathematical Traditions in Ancient Mesopotamia: Knowledge, ignorance, and reasonable guesses

    DEFF Research Database (Denmark)

    Høyrup, Jens

    of the latter tradition to type of writing after the Old Babylonian period is not well elucidated by the sources. Much worse, however, is the situation if we consider the sophisticated mathematics created during the Old Babylonian period. Its connection to the school institution and the new literate style......Writing, as well as various mathematical techniques, were created in proto-literate Uruk in order to serve accounting, and Mesopotamian mathematics as we know it was always expressed in writing. In so far, mathematics generically regarded was always part of the generic written tradition. However......, once we move away from the generic perspective, things become much less easy. If we look at basic numeracy from Uruk IV until Ur III, it is possible to point to continuity and thus to a “tradition”, and also if we look at place-value practical computation from Ur III onward – but already the relation...

  7. Developing biology teachers' pedagogical content knowledge through learning study: the case of teaching human evolution

    Science.gov (United States)

    Bravo, Paulina; Cofré, Hernán

    2016-11-01

    This work explores how pedagogical content knowledge (PCK) on evolution was modified by two biology teachers who participated in a professional development programme (PDP) that included a subsequent follow-up in the classroom. The PDP spanned a semester and included activities such as content updates, collaborative lesson planning, and the presentation of planned lessons. In the follow-up part, the lessons were videotaped and analysed, identifying strategies, activities, and conditions based on student learning about the theory of evolution. Data were collected in the first round with an interview before the training process, identifying these teachers' initial content representation (CoRe) for evolution. Then, a group interview was conducted after the lessons, and, finally, an interview of stimulated recall with each teacher was conducted regarding the subject taught to allow teachers to reflect on their practice (final CoRe). This information was analysed by the teachers and the researchers, reflecting on the components of the PCK, possible changes, and the rationale behind their actions. The results show that teachers changed their beliefs and knowledge about the best methods and strategies to teach evolution, and about students' learning obstacles and misconceptions on evolution. They realised how a review of their own practices promotes this transformation.

  8. Student teachers' pedagogical content knowledge for teaching systems thinking: effects of different interventions

    Science.gov (United States)

    Rosenkränzer, Frank; Hörsch, Christian; Schuler, Stephan; Riess, Werner

    2017-09-01

    Systems' thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers' professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers' PCK for teaching systems thinking. The results show that student teachers' PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers' PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.

  9. Teaching Reaction Stoichiometry: Exploring and Acknowledging Nigerian Chemistry Teachers Pedagogical Content Knowledge

    Directory of Open Access Journals (Sweden)

    Ayoade Ejiwale Okanlawon

    2010-06-01

    Full Text Available Although there is a growing interest in studies of students’ problem-solving strategies and difficulties, and misconceptionsregarding stoichiometry, little is known about the way teachers understand and teach reaction stoichiometry. This articlepresents a case study of pedagogical content knowledge put into actions by chemistry teachers when teaching the topic ofstoichiometry to second year senior secondary school students. Fourteen chemistry teachers with teaching experience rangingfrom 5 to 20 years were involved in this study. Research data were obtained from classroom observations and videotapedrecordings of classroom practice. Analyses of the teachers’ teaching activities revealed their skillfulness, resourcefulness, andweaknesses in terms of pedagogical content knowledge displayed when teaching stoichiometry. The results of this exploratorystudy offer insight into the knowledge systems that need to be expanded, enriched, and elaborated for teaching stoichiometry.To better understand the findings of this study, the results obtained were presented under two separate sections: (1 resultsconcerning introducing reaction stoichiometry to students and (2 results concerning leading students to identify limitingreagents. Implications for instruction and teachers’ professional development are offered.

  10. The role of service-learning in college students' environmental literacy: Content knowledge, attitudes, and behaviors

    Science.gov (United States)

    Singletary, Joanna Lynn Bush

    This study evaluated the relationship of environmental service-learning on environmental literacy in undergraduates. The subjects were 36 undergraduates at a small liberal arts university enrolled in an environmental biology course. To determine the role of environmental service-learning on college students' environmental knowledge, attitudes, behaviors, and environmental literacy, this study utilized concurrent mixed methods approach for qualitative and quantitative analysis. A quasi-experimental repeated measures approach was the design of the quantitative component of the study. Data were collected on attitude, behavior, and content knowledge aspects of environmental literacy as measured by the Environmental Literacy Survey (Kibert, 2000). Hypotheses were tested by independent samples ttests and repeated measures ANOVA. Repeated measures ANOVA conducted on participants' three subscales scores for the Environmental Literacy Survey (attitude, behavior, and knowledge) indicated that students who participated in environmental service-learning scored statistically significantly higher than those that did not initially participate in service-learning. Qualitative data collected in the form of journal reflections and portfolios were evaluated for themes of environmental attitudes or affective statements, environmentally positive behaviors and skills, and ecological content. Quantitative and qualitative data support the positive role of environmental service-learning in the development of environmental literacy in undergraduate students.

  11. Developing Mathematical Knowledge Through Class Discussion: One Teacher's Struggles in Implementing Reform

    OpenAIRE

    Nelson, Rebecca S.

    1997-01-01

    The purpose of this case study was to examine the experience of one secondary mathematics teacher during his efforts to facilitate mathematical discussions in a secondary algebra class. Class discussions and interviews were documented and analyzed to investigate the patterns of discussion, the teacher's role in facilitating discussion, and the struggles encountered by the teacher through his attempts to enact reform-oriented strategies. The investigation focused on the teacher's vision for ...

  12. Epistemological Obstacles Experienced by Indonesian Students in Answering Mathematics PISA Test on the Content Uncertainty and Data

    Directory of Open Access Journals (Sweden)

    H Rahman

    2017-12-01

    Full Text Available The purpose of this research is trying to identify epistemological obstacles which were experienced by Indonesian students in answering PISA test for mathematics literacy content uncertainty and data. Epistemological obstacles was identified by giving a test to the respondent, students of grade 7th and 8th who have studied data representation in the class. Respondents’ work analysed by qualitative method. The result showed that respondents have epistemological obstacles in reading the data, reading between the data, and reading beyond the data. To gain further understanding, some respondents chose to be interviewed.

  13. The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education

    Science.gov (United States)

    Jansen, Amanda; Bartell, Tonya; Berk, Dawn

    2009-01-01

    In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…

  14. Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: a longitudinal perspective.

    Science.gov (United States)

    Kahn-Horwitz, Janina

    2016-04-01

    This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent to which these teachers retained orthographic-related content knowledge four months after participating in a semester course on the topic. In addition, the study examined the relationship between participants' acquired orthographic-related content knowledge and EFL spelling. Both groups of teachers that studied in the course improved on overall orthographic-related content knowledge, both immediately following the course and longitudinally. Preservice and inservice participants showed similar levels of orthographic knowledge prior to course participation and both showed significant improvements compared to controls following course participation. Participants also retained knowledge four months after course completion. Overall, the inservice teachers scored higher on orthographic-related knowledge, possibly as a result of the immediate application of their newly acquired knowledge. An unexpected finding was a lack of interaction between acquired orthographic-related content knowledge and pseudo word spelling scores. Possible methodological limitations, such as number of participants as well as the length and scope of the course, may explain this outcome. This paper also discusses practical implications of this study for EFL decoding and spelling instruction.

  15. Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program

    Science.gov (United States)

    Rozenszajn, Ronit; Yarden, Anat

    2014-02-01

    Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers' PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers' experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the "orientation toward teaching science" category of PCK which appears to be unclear in current literature.

  16. The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium

    Science.gov (United States)

    Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi

    2008-01-01

    This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…

  17. Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

    Science.gov (United States)

    O'Brien, Stephanie

    Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current

  18. Re-examining authoritative knowledge in the design and content of a TBA training in India.

    Science.gov (United States)

    Saravanan, Sheela; Turrell, Gavin; Johnson, Helen; Fraser, Jennifer; Patterson, Carla Maree

    2012-02-01

    Since the 1990s, the TBA training strategy in developing countries has been increasingly seen as ineffective and hence its funding was subsequently reallocated to providing skilled attendants during delivery. The ineffectiveness of training programmes is blamed on TBAs lower literacy, their inability to adapt knowledge from training and certain practices that may cause maternal and infant health problems. However most training impact assessments evaluate post-training TBA practices and do not assess the training strategy. There are serious deficiencies noted in information on TBA training strategy in developing countries. The design and content of the training is vital to the effectiveness of TBA training programmes. We draw on Jordan's concept of 'authoritative knowledge' to assess the extent to which there is a synthesis of both biomedical and locally practiced knowledge in the content and community involvement in the design of TBA a training programme in India. The implementation of the TBA training programme at the local level overlooks the significance of and need for a baseline study and needs assessment at the local community level from which to build a training programme that is apposite to the local mother's needs and that fits within their 'comfort zone' during an act that, for most, requires a forum in which issues of modesty can be addressed. There was also little scope for the training to be a two way process of learning between the health professionals and the TBAs with hands-on experience and knowledge. The evidence from this study shows that there is an overall 'authority' of biomedical over traditional knowledge in the planning and implementation process of the TBA training programme. Certain vital information was not covered in the training content including advice to delay bathing babies for at least six hours after birth, to refrain from applying oil on the infant, and to wash hands again before directly handling mother or infant. Information on

  19. Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade.

    Science.gov (United States)

    Nanu, Cristina E; McMullen, Jake; Munck, Petriina; Hannula-Sormunen, Minna M

    2018-05-01

    Previous studies in a variety of countries have shown that there are substantial individual differences in children's spontaneous focusing on numerosity (SFON), and these differences are positively related to the development of early numerical skills in preschool and primary school. A total of 74 5-year-olds participated in a 7-year follow-up study, in which we explored whether SFON measured with very small numerosities at 5 years of age predicts mathematical skills and knowledge, math motivation, and reading in fifth grade at 11 years of age. Results show that preschool SFON is a unique predictor of arithmetic fluency and number line estimation but not of rational number knowledge, mathematical achievement, math motivation, or reading. These results hold even after taking into account age, IQ, working memory, digit naming, and cardinality skills. The results of the current study further the understanding of how preschool SFON tendency plays a role in the development of different formal mathematical skills over an extended period of time. Copyright © 2017 Elsevier Inc. All rights reserved.

  20. Systematized water content calculation in cartilage using T1-mapping MR estimations: design and validation of a mathematical model.

    Science.gov (United States)

    Shiguetomi-Medina, J M; Ramirez-Gl, J L; Stødkilde-Jørgensen, H; Møller-Madsen, B

    2017-09-01

    Up to 80 % of cartilage is water; the rest is collagen fibers and proteoglycans. Magnetic resonance (MR) T1-weighted measurements can be employed to calculate the water content of a tissue using T1 mapping. In this study, a method that translates T1 values into water content data was tested statistically. To develop a predictive equation, T1 values were obtained for tissue-mimicking gelatin samples. 1.5 T MRI was performed using inverse angle phase and an inverse sequence at 37 (±0.5) °C. Regions of interest were manually delineated and the mean T1 value was estimated in arbitrary units. Data were collected and modeled using linear regression. To validate the method, articular cartilage from six healthy pigs was used. The experiment was conducted in accordance with the Danish Animal Experiment Committee. Double measurements were performed for each animal. Ex vivo, all water in the tissue was extracted by lyophilization, thus allowing the volume of water to be measured. This was then compared with the predicted water content via Lin's concordance correlation coefficient at the 95 % confidence level. The mathematical model was highly significant when compared to a null model (p < 0.0001). 97.3 % of the variation in water content can be explained by absolute T1 values. Percentage water content could be predicted as 0.476 + (T1 value) × 0.000193 × 100 %. We found that there was 98 % concordance between the actual and predicted water contents. The results of this study demonstrate that MR data can be used to predict percentage water contents of cartilage samples. 3 (case-control study).

  1. Developing and evaluating a paper-and-pencil test to assess components of physics teachers' pedagogical content knowledge

    Science.gov (United States)

    Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

    2016-05-01

    Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers' CK or PK, cognitive abilities, computational skills, or science knowledge.

  2. The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

    Science.gov (United States)

    Barron, Paul E.

    In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge

  3. Construction and modification of the autonomy of school mathematical knowledge in Portugal

    Directory of Open Access Journals (Sweden)

    José Manuel Matos

    2016-01-01

    Full Text Available During the second half of the nineteenth century and early twentieth century the discipline of secondary mathematics was gradually built in Portugal and certified teachers, textbooks, programs, special teaching techniques emerge. This consolidation process ends with the emergency of school subjects that develop some kind of autonomy as Chervel puts it. This article discusses how the school discipline of mathematics in secondary education in Portugal was set. This process is inseparable from teacher training and so we will observe professional legitimation processes paying special attention to ways in which autonomy has been building and modifying over time.

  4. Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher's Pedagogical Content Knowledge Development

    Science.gov (United States)

    Barnett, Ellen; Friedrichsen, Patricia J.

    2015-11-01

    Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and how mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the strategies used by a secondary biology mentor teacher to support the development of a PST's PCK. The primary data sources were the transcripts of audio-recorded, daily meetings between the mentor and the PST during two curriculum units: DNA/Protein Synthesis and Evolution. The mentor influenced the PST's teaching orientation by repeatedly comparing teacher- and student-centered approaches, asking him to consider how students learn, and asking him to self-assess whether his instruction aligned with his teaching beliefs. The mentor helped the PST develop topic-specific knowledge of instructional strategies by sharing strategies she used previously, modeling critical reflection, and inviting him to critically reflect on his own instructional strategies. Topic-specific knowledge of students' understanding of science was developed by discussing common student misconceptions revealed in students' conversations and by sharing the results of test-item analysis from previous unit tests. The mentor helped develop the PST's topic-specific knowledge of assessment by helping him critically analyze and revise previous examinations to better align with the current curriculum units. Topic-specific knowledge of curricula was developed by jointly grappling with decisions about concept sequencing within units. The study includes implications for research, science teacher education, and professional development for mentors.

  5. The Education of Mathematics

    Directory of Open Access Journals (Sweden)

    Abu Darda

    2016-01-01

    Full Text Available The objective of mathematics education is not only preparingmathematicians but making well-informed citizens. This is a broad generalterms for objective of the teaching of mathematics. And, this might beimplemented as “accurate thorough knowledge” or “original logicalthinking”. So, teaching mathematics is not the conversation andtransmission of mathematical knowledge, but on the aim of preparing wellinformedcitizens trained in independent, critical thinking.By the mathematics, sciences become simple, clearer, and easier to bedeveloped. The mathematics is often applied for solving any problem ofother field of sciences, either in the physics such as astronomy, chemistry,technique; or social sciences such as economy, demography, and assurance.Those all need an analysis reading ability.Mathematical skill, therefore, relates strongly with the analysisreading ability in the human intellectual structure. This study is about therelationship between them. And, result of the study shows us as below:Both Mathematical skill and analysis reading ability possess the “high type”of thinking operation. Both also involve the same content of the abstractintelligent, i.e. symbolic and semantic contents. Last but not least, both alsouse the same product of thinking, i.e. units, classes, relations, and systems.Both can be transformed and have an implication.

  6. THE INFLUENCE OF THE ASSESSMENT MODEL AND METHOD TOWARD THE SCIENCE LEARNING ACHIEVEMENT BY CONTROLLING THE STUDENTS? PREVIOUS KNOWLEDGE OF MATHEMATICS.

    OpenAIRE

    Adam rumbalifar; I. g. n. Agung; Burhanuddin tola.

    2018-01-01

    This research aims to study the influence of the assessment model and method toward the science learning achievement by controlling the students? previous knowledge of mathematics. This study was conducted at SMP East Seram district with the population of 295 students. This study applied a quasi-experimental method with 2 X 2 factorial design using the ANCOVA model. The findings after controlling the students\\' previous knowledge of mathematics show that the science learning achievement of th...

  7. Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

    Science.gov (United States)

    Chordnork, Boonliang; Yuenyong, Chokchai

    2018-01-01

    This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context

  8. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2016-10-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

  9. Enriching Practical Knowledge : Exploring Student teachers’ Competences in Integrating Theory and Practice of Mathematics Teaching

    NARCIS (Netherlands)

    Oonk, W.; Verloop, N.; Gravemeijer, K.P.E.

    2015-01-01

    This study concentrated on the theory–practice problem in mathematics teacher education. We examined 13 student teachers’ use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with

  10. iPad Apps That Promote Mathematical Knowledge? "Yes, They Exist!"

    Science.gov (United States)

    Larkin, Kevin

    2014-01-01

    Having trouble finding the right app? In this article, Kevin Larkin discusses the difficulties teachers encounter when searching the App Store for high quality, appropriate apps that support students' mathematical learning. Kevin provides a useful link to a collection of over 100 app reviews.

  11. The Incoming Statistical Knowledge of Undergraduate Majors in a Department of Mathematics and Statistics

    Science.gov (United States)

    Cook, Samuel A.; Fukawa-Connelly, Timothy

    2016-01-01

    Studies have shown that at the end of an introductory statistics course, students struggle with building block concepts, such as mean and standard deviation, and rely on procedural understandings of the concepts. This study aims to investigate the understandings entering freshman of a department of mathematics and statistics (including mathematics…

  12. We All as a Family Are Graduating Tonight: A Case for Mathematical Knowledge for Parental Involvement

    Science.gov (United States)

    Knapp, Andrea; Landers, Racheal; Liang, Senfeng; Jefferson, Vetrece

    2017-01-01

    The researchers in this study investigated the impact of mathematics-focused parental involvement on Kindergarten to Grade 8 children and parents as well as factors prompting that impact. Qualitative analysis consisting of parent, child, and teacher interviews and 3-year quantitative testing showed significant improvements in students' mathematics…

  13. Questioning Mathematical Knowledge in Different Didactic Paradigms: The Case of Group Theory

    Science.gov (United States)

    Bosch, Marianna; Gascón, Josep; Nicolás, Pedro

    2018-01-01

    What is questioned and what is taken for granted when carrying out research into the teaching of a given mathematical topic such as Group Theory? This paper presents two different questioning procedures using the methodological tools provided by the Anthropological Theory of the Didactic (ATD). The first one, leading to an undergraduate…

  14. Construction and Modification of the Autonomy of School Mathematical Knowledge in Portugal

    Science.gov (United States)

    Matos, José Manuel

    2016-01-01

    During the second half of the nineteenth century and early twentieth century the discipline of secondary mathematics was gradually built in Portugal and certified teachers, textbooks, programs, special teaching techniques emerge. This consolidation process ends with the emergency of school subjects that develop some kind of autonomy as Chervel…

  15. Exploring Wind Power: Improving Mathematical Thinking through Digital Fabrication

    Science.gov (United States)

    Tillman, Daniel A.; An, Song A.; Cohen, Jonathan D.; Kjellstrom, William; Boren, Rachel L.

    2014-01-01

    This mixed methods study examined the impacts of digital fabrication activities that were integrated into contextualized mathematics education. The study investigated the students' mathematics content knowledge and attitudes. Data analysis yielded two key findings regarding our intervention combined with the other mathematics activities resulted…

  16. Parental knowledge in pediatric otolaryngology surgical consultations: A qualitative content analysis.

    Science.gov (United States)

    Gorodzinsky, Ayala Y; Hong, Paul; Chorney, Jill MacLaren

    2015-07-01

    To understand the source of parents' knowledge prior to and desire for further information following pediatric otolaryngology surgical consultations. Mixed-methods approach using descriptive and qualitative content analysis of interviews with parents following otolaryngology consultations for children under the age of 6 years was performed. The children were being seen for either tonsillitis, obstructive sleep apnea, otitis media, and/or sinusitis/nasal obstruction. Forty-one parents completed a phone interview two weeks following their child's surgical consultation. The majority of parents indicated that their primary care physician referred their child for either: investigation of symptoms (50%), to have a specific discussion about surgery (27.5%), or because other treatment options were no longer working (20%). Many parents (56.5%) indicated that the Internet was their primary source of information prior to the appointment. Most parents (93%) wanted more information; majority of these parents noted that a technology-based mode of delivery of information available prior to the appointment would be most desirable. Desired information was most often regarding the surgical procedure, including risks and benefits, and symptoms of concern prior to surgery. This study provides a description of parental knowledge and information sources prior to their child's surgical consultation and continued desire for information. This information may lead to decreased knowledge barriers and increased communication to facilitate shared decision-making between the provider and parents. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  17. The Professional Learning Experiences of Non-Mathematics Subject Specialist Teachers: A Descriptive Study

    OpenAIRE

    Ho Younghusband, Alice Christine

    2017-01-01

    Certified teachers in British Columbia (BC) schools can be assigned to teach secondary mathematics without having a major, minor, or formal background in mathematics. This is known as out-of-field teaching. These non-mathematics subject specialist teachers (NMSSTs) must learn or relearn the subject matter of mathematics to teach secondary mathematics. This study investigates what professional learning activities NMSSTs participate in to gain subject matter content knowledge in mathematics, wh...

  18. The Politics of Developing and Maintaining Mathematics and Science Curriculum Content Standards. Research Monograph.

    Science.gov (United States)

    Kirst, Michael W.; Bird, Robin L.

    The movement toward math and science curriculum standards is inextricably linked with high-stakes politics. There are two major types of politics discussed in this paper: the allocation of curriculum content, and the political issues involved in systemic change. Political strategies for gaining assent to national, state, and local content…

  19. Content Validity and Psychometric Characteristics of the "Knowledge about Older Patients Quiz" for Nurses Using Item Response Theory.

    Science.gov (United States)

    Dikken, Jeroen; Hoogerduijn, Jita G; Kruitwagen, Cas; Schuurmans, Marieke J

    2016-11-01

    To assess the content validity and psychometric characteristics of the Knowledge about Older Patients Quiz (KOP-Q), which measures nurses' knowledge regarding older hospitalized adults and their certainty regarding this knowledge. Cross-sectional. Content validity: general hospitals. Psychometric characteristics: nursing school and general hospitals in the Netherlands. Content validity: 12 nurse specialists in geriatrics. Psychometric characteristics: 107 first-year and 78 final-year bachelor of nursing students, 148 registered nurses, and 20 nurse specialists in geriatrics. Content validity: The nurse specialists rated each item of the initial KOP-Q (52 items) on relevance. Ratings were used to calculate Item-Content Validity Index and average Scale-Content Validity Index (S-CVI/ave) scores. Items with insufficient content validity were removed. Psychometric characteristics: Ratings of students, nurses, and nurse specialists were used to test for different item functioning (DIF) and unidimensionality before item characteristics (discrimination and difficulty) were examined using Item Response Theory. Finally, norm references were calculated and nomological validity was assessed. Content validity: Forty-three items remained after assessing content validity (S-CVI/ave = 0.90). Psychometric characteristics: Of the 43 items, two demonstrating ceiling effects and 11 distorting ability estimates (DIF) were subsequently excluded. Item characteristics were assessed for the remaining 30 items, all of which demonstrated good discrimination and difficulty parameters. Knowledge was positively correlated with certainty about this knowledge. The final 30-item KOP-Q is a valid, psychometrically sound, comprehensive instrument that can be used to assess the knowledge of nursing students, hospital nurses, and nurse specialists in geriatrics regarding older hospitalized adults. It can identify knowledge and certainty deficits for research purposes or serve as a tool in educational

  20. Using collaborative technology to enhance pre-service teachers' pedagogical content knowledge in Science

    Science.gov (United States)

    Donnelly, Dermot Francis; Hume, Anne

    2015-01-01

    Background:Supporting pre-service teacher (PT) collaboration as a means of professional learning is a challenging but essential task for effective practice. However, teacher placements or practicums in schools, which is common practice within teacher education programmes, can often isolate PTs from sharing their experiences with each other. Further, the articulation of effective pedagogical practices by high-quality teachers is limited, restricting PTs' ability to access such professional knowledge. Purpose:This study investigates how the introduction of a collaborative technology, a wiki, may enhance existing and new opportunities for pre-service teachers' (PTs) to develop pedagogical content knowledge (PCK). Sample:Seven PT chemistry teachers of varied backgrounds participated in this study. Design and method:The PTs were learning to collaboratively formulate and document their early topic-specific teaching knowledge using a pedagogical tool known as Content Representation (CoRe) design. Once scaffolded into this process, the PTs continued and extended this collaborative work online through the introduction of a wiki. Data were collected for qualitative analysis through the CoRe artefacts, a semi-structured focus group interview, and PTs' reflective essays about their collaborative experiences representing their teaching knowledge in CoRes through the wiki. Results:Data analysis highlighted that while wiki use showed some potential for collaborative representation when participants were not face-to-face, the PTs were hesitant in critiquing each other's work. As such, the online representations remained relatively static without face-to-face interaction. However, developing artefacts online was favoured over established practice and the access to artefacts of their peers on the wiki enhanced PTs' consideration for their own PCK. Conclusion:Wikis show some potential in the hosting of CoRes, but issues in simultaneous posting and lack of chat functionality may

  1. Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge.

    Science.gov (United States)

    Cueli, Marisol; Rodríguez, Celestino; Areces, Débora; García, Trinidad; González-Castro, Paloma

    2017-12-04

    Self-regulation on behalf of the student is crucial in learning Mathematics through hypermedia applications and is an even greater challenge in these IT environments. Two aims are formulated. First, to analyze the effectiveness of a hypermedia tool in improving perceived knowledge of self-regulatory strategies and the perceived usage of the planning, executing and assessment strategy on behalf of students with low, medium and high levels of academic performance. Second, to analyze the effectiveness of the hypermedia tool in improving perceived usage of the strategy for planning, monitoring and evaluating on behalf of students with a perceived knowledge (low, medium and high). Participants were 624 students (aged 10-13), classified into a treatment group (TG; 391) and a comparative group (CG; 233). They completed a questionnaire on perceived knowledge (Perceived Knowledge of Self-Regulatory Strategies) and another one on perceived usage of the strategy for planning, performing and evaluating (Inventory of Self-regulatory Learning Processes). Univariate covariance analyses (ANCOVAs) and Student-t tests were used. ANCOVA results were not statistically significant. However, the linear contrast indicated a significant improvement in perceived knowledge of strategies among the TG with low, medium and high academic performance (p ≤ .001). Results are discussed in the light of past and future research.

  2. The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers

    Science.gov (United States)

    Achinstein, Betty; Davis, Emily

    2014-01-01

    While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

  3. Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

    Science.gov (United States)

    Elleman, Amy M.; Olinghouse, Natalie G.; Gilbert, Jennifer K.; Spencer, Jane Lawrence; Compton, Donald L.

    2017-01-01

    This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading…

  4. Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Van Bruggen, Jan; Sloep, Peter

    2015-01-01

    This study aims to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor-tutee pairs of fourth year secondary school students were created

  5. Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks

    Science.gov (United States)

    Hsiao, Ya Ping; Brouns, Francis; van Bruggen, Jan; Sloep, Peter B.

    2015-01-01

    This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor--tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments.…

  6. Examining Primary Schools' Physical Education Coordinators' Pedagogical Content Knowledge of Games: Are We Just Playing as This?

    Science.gov (United States)

    Ward, Gavin

    2013-01-01

    A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In…

  7. Pedagogical Content Knowledge of Argumentation: Using Classroom Contexts to Assess High-Quality PCK Rather than Pseudoargumentation

    Science.gov (United States)

    McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna

    2016-01-01

    Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive…

  8. The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

    Science.gov (United States)

    Murphy, Cliona; Smith, Greg

    2012-01-01

    Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

  9. Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge

    Science.gov (United States)

    Oskay, Özge Özyalçin; Odabasi, Zuhal

    2016-01-01

    The effects of technological developments occurred new requirements in educational area. Today's teachers should know the content knowledge they teach, have pedagogical knowledge about teaching and learning methods and besides should use the technological tools effectively. Depending on these, new concepts such as Technological Pedagogical Content…

  10. Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems.

    Science.gov (United States)

    DesAutels, Spencer J; Fox, Zachary E; Giuse, Dario A; Williams, Annette M; Kou, Qing-Hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

    2016-01-01

    Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems.

  11. Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems

    Science.gov (United States)

    DesAutels, Spencer J.; Fox, Zachary E.; Giuse, Dario A.; Williams, Annette M.; Kou, Qing-hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

    2016-01-01

    Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems. PMID:28269846

  12. Computer game-based mathematics education : Embedded faded worked examples facilitate knowledge acquisition

    NARCIS (Netherlands)

    ter Vrugte, Judith; de Jong, Anthonius J.M.; Vandercruysse, Sylke; Wouters, Pieter; van Oostendorp, Herre; Elen, Jan

    This study addresses the added value of faded worked examples in a computer game-based learning environment. The faded worked examples were introduced to encourage active selection and processing of domain content in the game. The content of the game was proportional reasoning and participants were

  13. From a Content Delivery Portal to a Knowledge Management System for Standardized Cancer Documentation.

    Science.gov (United States)

    Schlue, Danijela; Mate, Sebastian; Haier, Jörg; Kadioglu, Dennis; Prokosch, Hans-Ulrich; Breil, Bernhard

    2017-01-01

    Heterogeneous tumor documentation and its challenges of interpretation of medical terms lead to problems in analyses of data from clinical and epidemiological cancer registries. The objective of this project was to design, implement and improve a national content delivery portal for oncological terms. Data elements of existing handbooks and documentation sources were analyzed, combined and summarized by medical experts of different comprehensive cancer centers. Informatics experts created a generic data model based on an existing metadata repository. In order to establish a national knowledge management system for standardized cancer documentation, a prototypical tumor wiki was designed and implemented. Requirements engineering techniques were applied to optimize this platform. It is targeted to user groups such as documentation officers, physicians and patients. The linkage to other information sources like PubMed and MeSH was realized.

  14. Framing student dialogue and argumentation: Content knowledge development and procedural knowing in SSI inquiry group work

    Directory of Open Access Journals (Sweden)

    Anne Kristine Byhring

    2014-10-01

    Full Text Available In this article, we discuss the negotiation of the situated common ground in classroom conversations. Decision making on socioscientific issues (SSI includes norms of diverse funds of knowledge and interests. Arguments and justification may include warrants that cannot necessarily be weighed on the same scale. We discuss Roberts’ Visions 1 and 2 of scientific literacy as framing the common ground of classroom discussions. Two teacher–student dialogue sequences with 11th grade students from the Norwegian research project ElevForsk exemplify the negotiation of the situated common ground and the students’ deliberations. Our analysis examines what goes on in the thematic content, as well as at the interpersonal level of language use. Further, we suggest that different framings may complement each other and provide a space for the students’ emerging scientific conceptual development as well as for deliberation as a form of emerging procedural knowing.

  15. The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science

    OpenAIRE

    Murphy, Clíona; Smith, Greg

    2012-01-01

    Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students' conceptual and pedagogical knowledge of science and on their attitudes towards teaching science in the primary classroom. A questionnaire, containing closed ...

  16. The role of physical content in piagetian spatial tasks: Sex differences in spatial knowledge?

    Science.gov (United States)

    Golbeck, Susan L.

    Sex-related differences on Piagetian horizontality (water level) and verticality (plumb line) tasks were examined in 64 college students. It was hypothesized that females' difficulties on these Euclidean spatial problems are due not to differences in underlying spatial competence, but rather to differences in knowledge of task specific information about the physical properties of water levels and plumb lines. This was tested by presenting subjects with the standard water level and plumb line problems and also modified problems not requiring knowledge of physical principles (i.e., drawing straight up and down or straight across lines inside tipped rectangles). While males were expected to outperform females on the standard tasks, no sex differences were expected on the modified tasks. Results of an ANOVA on scores for horizontality and verticality each showed main effects for sex and task version but failed to reveal the hypothesized interaction. However, performance on the Euclidean spatial tasks was also considered in terms of overall success versus failure. While males were more successful than females in the standard format, males and females were equally successful in the modified, nonphysical, format. Hence, college aged males and females generally do not differ in spatial competence although they may be differentially influenced by task content. Findings are discussed in terms of their implications for theory and practice. It is emphasized that science educators must be especially aware of such task influences for females so that performance deficits are not mistaken for competence deficits.

  17. Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

    Science.gov (United States)

    Fraser, Sharon P.

    2016-02-01

    In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

  18. Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

    Science.gov (United States)

    Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

    2013-01-01

    We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

  19. Main Road Extraction from ZY-3 Grayscale Imagery Based on Directional Mathematical Morphology and VGI Prior Knowledge in Urban Areas

    Science.gov (United States)

    Liu, Bo; Wu, Huayi; Wang, Yandong; Liu, Wenming

    2015-01-01

    Main road features extracted from remotely sensed imagery play an important role in many civilian and military applications, such as updating Geographic Information System (GIS) databases, urban structure analysis, spatial data matching and road navigation. Current methods for road feature extraction from high-resolution imagery are typically based on threshold value segmentation. It is difficult however, to completely separate road features from the background. We present a new method for extracting main roads from high-resolution grayscale imagery based on directional mathematical morphology and prior knowledge obtained from the Volunteered Geographic Information found in the OpenStreetMap. The two salient steps in this strategy are: (1) using directional mathematical morphology to enhance the contrast between roads and non-roads; (2) using OpenStreetMap roads as prior knowledge to segment the remotely sensed imagery. Experiments were conducted on two ZiYuan-3 images and one QuickBird high-resolution grayscale image to compare our proposed method to other commonly used techniques for road feature extraction. The results demonstrated the validity and better performance of the proposed method for urban main road feature extraction. PMID:26397832

  20. Main Road Extraction from ZY-3 Grayscale Imagery Based on Directional Mathematical Morphology and VGI Prior Knowledge in Urban Areas.

    Science.gov (United States)

    Liu, Bo; Wu, Huayi; Wang, Yandong; Liu, Wenming

    2015-01-01

    Main road features extracted from remotely sensed imagery play an important role in many civilian and military applications, such as updating Geographic Information System (GIS) databases, urban structure analysis, spatial data matching and road navigation. Current methods for road feature extraction from high-resolution imagery are typically based on threshold value segmentation. It is difficult however, to completely separate road features from the background. We present a new method for extracting main roads from high-resolution grayscale imagery based on directional mathematical morphology and prior knowledge obtained from the Volunteered Geographic Information found in the OpenStreetMap. The two salient steps in this strategy are: (1) using directional mathematical morphology to enhance the contrast between roads and non-roads; (2) using OpenStreetMap roads as prior knowledge to segment the remotely sensed imagery. Experiments were conducted on two ZiYuan-3 images and one QuickBird high-resolution grayscale image to compare our proposed method to other commonly used techniques for road feature extraction. The results demonstrated the validity and better performance of the proposed method for urban main road feature extraction.

  1. Main Road Extraction from ZY-3 Grayscale Imagery Based on Directional Mathematical Morphology and VGI Prior Knowledge in Urban Areas.

    Directory of Open Access Journals (Sweden)

    Bo Liu

    Full Text Available Main road features extracted from remotely sensed imagery play an important role in many civilian and military applications, such as updating Geographic Information System (GIS databases, urban structure analysis, spatial data matching and road navigation. Current methods for road feature extraction from high-resolution imagery are typically based on threshold value segmentation. It is difficult however, to completely separate road features from the background. We present a new method for extracting main roads from high-resolution grayscale imagery based on directional mathematical morphology and prior knowledge obtained from the Volunteered Geographic Information found in the OpenStreetMap. The two salient steps in this strategy are: (1 using directional mathematical morphology to enhance the contrast between roads and non-roads; (2 using OpenStreetMap roads as prior knowledge to segment the remotely sensed imagery. Experiments were conducted on two ZiYuan-3 images and one QuickBird high-resolution grayscale image to compare our proposed method to other commonly used techniques for road feature extraction. The results demonstrated the validity and better performance of the proposed method for urban main road feature extraction.

  2. Scrutinizing a Survey-Based Measure of Science and Mathematics Teacher Knowledge: Relationship to Observations of Teaching Practice

    Science.gov (United States)

    Talbot, Robert M.

    2017-12-01

    There is a clear need for valid and reliable instrumentation that measures teacher knowledge. However, the process of investigating and making a case for instrument validity is not a simple undertaking; rather, it is a complex endeavor. This paper presents the empirical case of one aspect of such an instrument validation effort. The particular instrument under scrutiny was developed in order to determine the effect of a teacher education program on novice science and mathematics teachers' strategic knowledge (SK). The relationship between novice science and mathematics teachers' SK as measured by a survey and their SK as inferred from observations of practice using a widely used observation protocol is the subject of this paper. Moderate correlations between parts of the observation-based construct and the SK construct were observed. However, the main finding of this work is that the context in which the measurement is made (in situ observations vs. ex situ survey) is an essential factor in establishing the validity of the measurement itself.

  3. Developing brief fatigue short forms calibrated to a common mathematical metric: is content-balancing important?

    Directory of Open Access Journals (Sweden)

    Karon F Cook

    2010-08-01

    Full Text Available Karon F Cook1, Seung W Choi2, Kurt L Johnson1, Dagmar Amtmann11Department of Rehabilitation Medicine, University of Washington, Seattle, WA; 2Northwestern University Feinberg School of Medicine, Chicago, IL, USAAbstract: There are clinical and research settings in which concerns about respondent burden make the use of longer self-report measures impractical. Though computer adaptive testing provides an efficient strategy for measuring patient reported outcomes, the requirement of a computer interface makes it impractical for some settings. This study evaluated how well brief short forms, constructed from a longer measure of patient reported fatigue, reproduced scores on the full measure. When the items of an item bank are calibrated using an item response theory model, it is assumed that the items are fungible units. Theoretically, there should be no advantage to balancing the content coverage of the items. We compared short forms developed using a random item selection process to short forms developed with consideration of the items relation to subdomains of fatigue (ie, physical and cognitive fatigue. Scores on short forms developed using content balancing more successfully predicted full item bank scores than did scores on short forms developed by random selection of items.Keywords: psychometrics, outcomes, quality of life, measurement, fatigue

  4. A Mixed Methods Study of Teach for America Teachers' Mathematical Beliefs, Knowledge, and Classroom Teaching Practices during a Reform-Based University Mathematics Methods Course

    Science.gov (United States)

    Swars, Susan Lee

    2015-01-01

    This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants' (n = 22) mathematical beliefs,…

  5. Application of the technological, pedagogical, and content ...

    African Journals Online (AJOL)

    Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: a conceptual paper.

  6. An Analysis of the Changes in Ability and Knowledge of Students Taking A-Level Physics and Mathematics over a 35 Year Period

    Science.gov (United States)

    Barham, Peter J.

    2012-01-01

    New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming…

  7. Knowledge management, business intelligence, and content management the IT practitioner's guide

    CERN Document Server

    Keyes, Jessica

    2006-01-01

    The New Intelligence: The Birth of the KnowledgeManagement Industry Buried in Information From Batch to Decision Support A Short Course in Knowledge Representation Data, Information, Knowledge, and Wisdom - and Why WeNeed to Do This Embedding Knowledge Management in the OrganizationWhere Do We Go Next?Knowledge Management Transfer Strategies KM Frameworks Knowledge Transfer TechniquesWhere Do We Go Next?Knowledge-Engineering Techniques Two Levels of Knowledge ElicitationA Knowledge-Engineering MethodologyWhere Do We Go Next? Innovation ManagementSources of InnovationGenerating Innovation Compu

  8. NATURAL-SCIENCE EDUCATION: SCIENTIFIC AND RELIGIOUS KNOWLEDGE CORRELATION IN THE VIEW OF A SYMMETRY PRINCIPLE. PART I. THE CONTENT OF A SYMMETRY PRINCIPLE

    Directory of Open Access Journals (Sweden)

    Vitaly L. Gapontsev

    2015-01-01

    Full Text Available The aim of the investigation is to disclose the content of a symmetry principle; to show system hierarchy of its forms, developed in the course of evolution of scientific knowledge, a society and development of individual consciousness of the person. Methods. Based on the analysis of existing scientific sources, comparison, synthesis and generalisation of its content, the role of symmetry was found out in the course of historical formation of scientific disciplines, arrangement of an empirical set of the facts and its subsequent registration in the form of strict deductive systems. Results. It is proved that the concept «a symmetry principle» (V. I. Vernadsky was the first to coin this concept into the circulation objectifies now the highest level of scientific knowledge. Following E. Vigner’s works, it is said that set of forms of symmetry determines structure of scientific knowledge. On the one hand, these forms have got a deep empirical basis and a close connection with figurative perception of the validity; on the other – they have strict mathematical definitions and generate particular principles of symmetry of Mathematics and Physics based on axiomatic constructions of exact disciplines. Stages of formation and development of a number of scientific disciplines such as Mathematics, Physics, Chemistry and Biology are compared; the peculiarities and common features of its evolution are designated. Invariants and corresponding symmetries in formation of individual consciousness of the person are allocated. Scientific novelty. Developing V. I. Vernadsky’s idea, as he used only the short characteristic of a general scientific principle of symmetry, the authors of the present study consider symmetry forms in various branches of knowledge as particular displays of the given principle. Based on the principle of symmetry as a set of symmetry forms, this principle allows the authors to take a fresh look at the decision of methodological

  9. Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    Science.gov (United States)

    Peters, Erin E.

    2012-01-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

  10. Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework

    Science.gov (United States)

    An, Shuhua; Wu, Zhonghe

    2012-01-01

    This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of…

  11. Content

    DEFF Research Database (Denmark)

    Keiding, Tina Bering

    secondary levels. In subject matter didactics, the question of content is more developed, but it is still mostly confined to teaching on lower levels. As for higher education didactics, discussions on selection of content are almost non-existent on the programmatic level. Nevertheless, teachers are forced...... curriculum, in higher education, and to generate analytical categories and criteria for selection of content, which can be used for systematic didactical reflection. The larger project also concerns reflection on and clarification of the concept of content, including the relation between content at the level......Aim, content and methods are fundamental categories of both theoretical and practical general didactics. A quick glance in recent pedagogical literature on higher education, however, reveals a strong preoccupation with methods, i.e. how teaching should be organized socially (Biggs & Tang, 2007...

  12. A Comparison Between Reported and Enacted Pedagogical Content Knowledge (PCK) About Graphs of Motion

    Science.gov (United States)

    Mazibe, Ernest N.; Coetzee, Corene; Gaigher, Estelle

    2018-04-01

    This paper reports a case study of four grade 10 physical sciences teachers' PCK about graphs of motion. We used three data collection strategies, namely teachers' written accounts, captured by the content representation (CoRe) tool, interviews and classroom observations. We conceptualised the PCK displayed in the CoRe tool and the interviews as reported PCK and the PCK demonstrated during teaching as enacted PCK. These two manifestations of PCK were compared to establish the extent of agreement between reported and enacted PCK. We adopted the topic-specific PCK (TSPCK) model as the framework that guided this study. This model describes TSPCK in terms of five components of teacher knowledge. Guided by the model, we designed two rubrics to assess these manifestations of TSPCK on a four-point scale. The results of this study indicated that the reported PCK was not necessarily a reflection of the PCK enacted during teaching. The levels of PCK in the components were seldom higher in the enacted PCK, but tended to be similar or lower than in the reported PCK. The study implies that the enactment of PCK should be emphasised in teacher education.

  13. Antecedents of Teachers' Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

    Science.gov (United States)

    Corkin, Danya M.; Ekmekci, Adem; Papakonstantinou, Anne

    2015-01-01

    This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by…

  14. The Role of Mathematical Homework and Prior Knowledge on the Relationship between Students' Mathematical Performance, Cognitive Style and Working Memory Capacity

    Science.gov (United States)

    Mousavi, Shima; Radmehr, Farzad; Alamolhodaei, Hasan

    2012-01-01

    Introduction: The main objective of this study is (a) to investigate whether cognitive styles and working memory capacity could predict mathematical performance and which variable is relatively most important in predicting mathematical performance and b) to explore whether cognitive styles and working memory capacity could predict mathematical…

  15. The Influence of Curricula Content on English Sociology Students' Transformations: The Case of Feminist Knowledge

    Science.gov (United States)

    Abbas, Andrea; Ashwin, Paul; McLean, Monica

    2016-01-01

    Previous research identifies the importance of feminist knowledge for improving gender equity, economic prosperity and social justice for all. However, there are difficulties in embedding feminist knowledge in higher education curricula. Across England, undergraduate sociology is a key site for acquiring feminist knowledge. In a study of four…

  16. Literacy Integration of Technological Pedagogical Content Knowledge (TPACK) in Elementary Schools: A Case Study of Collaborative Leadership

    Science.gov (United States)

    Mason, Charlene A.

    2016-01-01

    Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of…

  17. Learning to Critique and Adapt Science Curriculum Materials: Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Beyer, Carrie J.; Davis, Elizabeth A.

    2012-01-01

    Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study…

  18. Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth over Three Years

    Science.gov (United States)

    Monte-Sano, Chauncey; Budano, Christopher

    2013-01-01

    Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students'…

  19. Analysis of a Moodle-Based Training Program about the Pedagogical Content Knowledge of Evolution Theory and Natural Selection

    Science.gov (United States)

    Stasinakis, Panagiotis K.; Kalogiannnakis, Michail

    2017-01-01

    In this study we aim to find out whether a training program for secondary school science teachers which was organized based on the model of Pedagogical Content Knowledge (PCK), could improve their individual PCK for a specific scientific issue. The Evolution Theory (ET) and the Natural Selection (NS) were chosen as the scientific issues of…

  20. Analysis of the Relations among the Components of Technological Pedagogical and Content Knowledge (TPACK): A Structural Equation Model

    Science.gov (United States)

    Celik, Ismail; Sahin, Ismail; Akturk, Ahmet Oguz

    2014-01-01

    In the current study, the model of technological pedagogical and content knowledge (TPACK) is used as the theoretical framework in the process of data collection and interpretation of the results. This study analyzes the perceptions of 744 undergraduate students regarding their TPACK levels measured by responses to a survey developed by Sahin…