Preservice mathematics teachers' conceptions and enactments of modeling standards

In this article, we present 2 technology-involved tasks that we use in our mathematics pedagogy courses to ostensibly give preservice secondary mathematics teachers (PSMTs) sample activities they can use in their teaching or use to assess their own future students' ability to apply trigonometric functions in contextual situations using technology. However, we have two other purposes for posing these tasks. One purpose is to provide occasions for PSMTs to self-assess their mathematical and technology knowledge, and subsequently take action to learn mathematics and technology features. The other purpose is to use such tasks as springboards for substantive discussions about teaching, learning, technology, and assessment. Such simulation tasks have engaged PSMTs and helped them develop their knowledge base for teaching mathematics.

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For Your Information: Publications – March 2011

Mathematics Teacher ◽

10.5951/mt.104.7.0557 ◽

2011 ◽

Vol 104 (7) ◽

pp. 557-559

Keyword(s):

Mathematics Teachers ◽

Classroom Environment ◽

Teaching And Learning ◽

Teaching Skills ◽

Positive Effects ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Preservice Mathematics Teachers

A great deal has been written about mentoring and its positive effects on the development of important teaching skills. By focusing on mentors for preservice mathematics teachers, this work fills a gap in that literature, complementing related publications on mentoring beginning and experienced mathematics teachers. This resource is designed to support mentors in bridging the gap between the theory of teaching and learning mathematics to the reality of the classroom environment. Its useful strategies and information will assist the mentor of preservice mathematics teachers in providing knowledgeable, informed, and supportive guidance.

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Exploring Nonroutine Functions Algebraically and Graphically

Mathematics Teacher ◽

10.5951/mt.104.7.0508 ◽

2011 ◽

Vol 104 (7) ◽

pp. 508-513

Author(s):

Christine P. Trinter ◽

Joe Garofalo

Keyword(s):

High School ◽

Problem Solving ◽

Mathematics Teachers ◽

Multiple Representations ◽

School Mathematics ◽

High School Mathematics ◽

Mathematics Tasks ◽

Preservice Mathematics Teachers

Nonroutine function tasks are more challenging than most typical high school mathematics tasks. In our classes of precalculus students and preservice mathematics teachers, we have found that nonroutine tasks encourage our students to expand their thinking about functions and their approaches to problem solving. As a result, they gain greater appreciation for the power of multiple representations and a richer understanding of functions.

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An investigation of preservice mathematics teachers' teaching processes about "procedural and conceptual knowledge" related to division with fractions

İlköğretim Online ◽

10.17051/ilkonline.2020.695840 ◽

2020 ◽

pp. 958-981

Author(s):

Cahit AYTEKİN ◽

Yeter ŞAHİNER

Keyword(s):

Mathematics Teachers ◽

Conceptual Knowledge ◽

Preservice Mathematics Teachers

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Preservice mathematics teachers’ ways of using problem solving strategies while solving mathematical word problems

Journal of Human Sciences ◽

10.14687/ijhs.v12i2.3420 ◽

2015 ◽

Vol 12 (2) ◽

pp. 1180 ◽

Cited By ~ 1

Author(s):

Neslihan Bulut ◽

Gözdegül Karamık

Keyword(s):

Middle School ◽

Preservice Teachers ◽

Problem Solving ◽

Mathematics Teachers ◽

Word Problems ◽

Spring Semester ◽

School Students ◽

Problem Solving Strategies ◽

Preservice Mathematics Teachers ◽

Mathematical Word Problems

The aim of this study is to investigate the variety of problem solving strategies used by preservice mathematics teachers while solving different mathematical word problems which require representation standards and to identify which strategy is functional for pre-service teachers to apply with middle-school students.The study was a case study and conducted during the 2009 spring semester. For this study, 150 senior class pre-service teachers of elementary mathematics education were chosen from a public university in Turkey by convenient sampling. Data were collected through an open-ended test developed by researchers. The test was consist of ten mathematical word problems selected from the five sub-learning areas. The test was given to the pre-service teachers and they were asked to solve each problem in different ways. It took 60 minutes for preservice teachers to complete the test. Strategies that pre-service teachers used for solving word problems were categorized by using content analyze. Also interviews were conducted with pre-service teachers in order to identify their opinions about the usability of strategies in middle-school classrooms.Findings revealed that participants are lack of using different strategies while solving word problems. In general the participants did not apply more than one strategy and they used traditional solving strategies instead of extreme ones. Findings of this study will be a guiding spirit to teacher educators for the enhancement of preservice teacher education programs.

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An Identification of Conceptual and Procedural Understanding: Study on Preservice Secondary Mathematics Teacher

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v11i2.7310 ◽

2020 ◽

Vol 11 (2) ◽

pp. 339-350

Author(s):

Kondradus Yohanes Klau ◽

Meiva Marthaulina Lestari Siahaan ◽

Justin Eduardo Simarmata

Keyword(s):

Mathematics Teachers ◽

Procedural Knowledge ◽

Secondary Mathematics ◽

Procedural Understanding ◽

Procedural Approach ◽

Pedagogical Competence ◽

Preservice Mathematics Teachers ◽

Secondary Mathematics Teacher ◽

Conceptual And Procedural Understanding ◽

The Relationship

Preservice mathematics teachers (PSMTs) need to master teaching material besides pedagogical competence. This knowledge is a combination of conceptual and procedural knowledge. Teachers should possess the ability to explain a concept, the reason for the concepts used, and the relationship among several concepts clearly and effectively to identify why the concept is used. This study aimed to identify the conceptual and procedural knowledge of PSMTs in Linear Algebra courses. Data collection was carried out through tests and interviews. The interview was conducted with several participants to clarify their test answers. The participants' interview answers revealed that they had difficulty in choosing the proper concept answering modified questions. Also, the participants tried to answer the question using a procedural approach. According to the findings, it is vital to construct appropriate teaching materials appropriate for the learning objective and material map concept.

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