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Pre-Service Mathematics Teachers’ Content Training: Perceptions and “Transformation” of Mathematics Knowledge for Student Teaching

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Abstract:

This study examines the mathematics course taking of a cohort of secondary teacher education students (TESs) and how this training served as a resource during their student teaching experience. Despite nearly identical coursework, TESs held a wide range of perceptions of the value and role of their formal training for their teaching and identified an array of "gaps" they felt affected their current efficacy as teachers.

Most Common Document Word Stems:

mathemat (15), teach (14), teacher (7), knowledg (7), train (6), student (6), tess (5), subject (5), ball (4), percept (4), 2001 (4), ed (4), research (4), l (4), univers (4), formal (4), m (4), current (3), studi (3), d (3), educ (3),
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
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http://www.pmena.org


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URL: http://citation.allacademic.com/meta/p32961_index.html
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MLA Citation:

Hodge, Angela. and Staples, Megan. "Pre-Service Mathematics Teachers’ Content Training: Perceptions and “Transformation” of Mathematics Knowledge for Student Teaching" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2013-12-17 <http://citation.allacademic.com/meta/p32961_index.html>

APA Citation:

Hodge, A. and Staples, M. , 2005-10-20 "Pre-Service Mathematics Teachers’ Content Training: Perceptions and “Transformation” of Mathematics Knowledge for Student Teaching" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2013-12-17 from http://citation.allacademic.com/meta/p32961_index.html

Publication Type: Poster
Abstract: This study examines the mathematics course taking of a cohort of secondary teacher education students (TESs) and how this training served as a resource during their student teaching experience. Despite nearly identical coursework, TESs held a wide range of perceptions of the value and role of their formal training for their teaching and identified an array of "gaps" they felt affected their current efficacy as teachers.

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