Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences

Sharyn Livy

Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Other › peer-review

Abstract

Teachers` mathematical content knowledge (MCK) is crucial and determines how they will teach. Identifying factors that develop pre-service teachers` (PSTs) MCK will assist them to extend their knowledge for teaching. This paper reports on factors that assisted two PSTs to develop MCK during coursework and practicum experiences, but also highlights limitations of the learning experiences intended to extend MCK. The results indicate that factors such as learner and teacher identity, sustained engagement and quality of teaching experiences should be considered when designing improvements to PSTs` practicum experiences.

Original language	English
Title of host publication	Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39)
Editors	Kim Beswick, Tracey Muir, Jill Wells
Place of Publication	Praha Czech Republic
Publisher	International Group for the Psychology of Mathematics Education
Pages	201 - 208
Number of pages	8
Volume	3
Publication status	Published - 2015
Event	Annual Conference of the International Group for the Psychology of Mathematics Education 2015 - Hobart, Australia Duration: 13 Jul 2015 → 18 Jul 2015 Conference number: 39th

Conference

Conference	Annual Conference of the International Group for the Psychology of Mathematics Education 2015
Abbreviated title	PME 2015
Country/Territory	Australia
City	Hobart
Period	13/07/15 → 18/07/15

Cite this

Livy, S. (2015). Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39) (Vol. 3, pp. 201 - 208). International Group for the Psychology of Mathematics Education.

Livy, Sharyn. / Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39). editor / Kim Beswick ; Tracey Muir ; Jill Wells. Vol. 3 Praha Czech Republic : International Group for the Psychology of Mathematics Education, 2015. pp. 201 - 208

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abstract = "Teachers` mathematical content knowledge (MCK) is crucial and determines how they will teach. Identifying factors that develop pre-service teachers` (PSTs) MCK will assist them to extend their knowledge for teaching. This paper reports on factors that assisted two PSTs to develop MCK during coursework and practicum experiences, but also highlights limitations of the learning experiences intended to extend MCK. The results indicate that factors such as learner and teacher identity, sustained engagement and quality of teaching experiences should be considered when designing improvements to PSTs` practicum experiences.",

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year = "2015",

language = "English",

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pages = "201 -- 208",

editor = "Kim Beswick and Tracey Muir and Jill Wells",

booktitle = "Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39)",

publisher = "International Group for the Psychology of Mathematics Education",

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Livy, S 2015, Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences. in K Beswick, T Muir & J Wells (eds), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39). vol. 3, International Group for the Psychology of Mathematics Education, Praha Czech Republic, pp. 201 - 208, Annual Conference of the International Group for the Psychology of Mathematics Education 2015, Hobart, Tasmania, Australia, 13/07/15.

Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences. / Livy, Sharyn.

Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39). ed. / Kim Beswick; Tracey Muir; Jill Wells. Vol. 3 Praha Czech Republic : International Group for the Psychology of Mathematics Education, 2015. p. 201 - 208.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Other › peer-review

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Livy S. Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences. In Beswick K, Muir T, Wells J, editors, Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39). Vol. 3. Praha Czech Republic: International Group for the Psychology of Mathematics Education. 2015. p. 201 - 208

Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences

Abstract

Conference

Other files and links

Developing Primary Pre-service Teachers’ Mathematical Content Knowledge During Practicum Teaching

Cite this