Browsing by Subject "Preservice teachers"

Now showing 1 - 3 of 3
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    Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Decimals
    (University of Montana, 2014-08-01) Kastberg, Signe; Morton, Crystal
    In the last 25 years a small collection of reports of studies focused on gaining insight into PTs’ knowledge of decimals has been published. Three themes are used to frame findings from papers published prior to 1998. Additional findings from papers published between 1998 and 2011 are discussed. Direction for future research that can contribute to the development of curriculum and instruction in mathematics teacher education is shared.
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    Movement Toward Critical Consciousness and Humility Through Family as Faculty Approaches
    (Sage, 2024) Santamaría Graff, Cristina; Ballesteros, Melissa
    This qualitative study examined preservice special education teachers’ (PSETs) movement toward critical consciousness and humility in working with families of children with disabilities using a Freirean lens grounded in three phases of consciousness: intransitive, transitive, and critical consciousness. The authors expanded upon a Family as Faculty (FAF) framework integrating Freire’s understandings of consciousness applied to the ways that PSETs work with and learn from parents/families of children with disabilities. Using FAF-related activities, PSETs demonstrated varying levels of consciousness as operationalized through specific comments or behaviors. Eight PSET-Parent pairs participated in this study. The focus of analysis was on PSETs’ reflections. Findings indicated that though the majority of PSETs demonstrated movement or growth toward becoming more “conscious,” many PSETs remained in the transitive phase: they could identify inequitable and marginalizing practices impacting students but were not at a consciousness level where they connected these injustices to systemic issues.
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    Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, and Where Do We Go?
    (University of Montana (Maureen and Mike Mansfield Library), 2014-08-01) Thanheiser, Eva; Browning, Christine; Edson, Alden; Lo, Jane-Jane; Whitacre, Ian; Olanoff, Dana; Morton, Crystal
    In this Special Issue, the authors reviewed 112 research studies from 1978 to 2012 on prospective elementary teachers’ content knowledge in five content areas: whole numbers and operations, fractions, decimals, geometry and measurement, and algebra. Looking across these studies, this final paper identifies the trends and common themes in terms of the counts and types of studies and commonalities among findings. Analyses of the counts show that the number of articles published each year focusing on prospective teacher (PT) content knowledge is increasing. Most articles across the content areas show that PTs tend to rely on procedures rather than concepts. However, the focus of most articles is identifying PTs’ misconceptions rather than understanding PTs’ conceptions and the development thereof. Both the limitations of the reviews and the directions for future research studies are elaborated.