Knowledge of content and teaching (KCT) constructed by prospective mathematics teachers during a methods course

dc.contributor.advisorPate, Priscilla E.
dc.contributor.authorMeyer, Holly Susan
dc.contributor.committeeMemberBonner, Emily
dc.contributor.committeeMemberDavis, Dennis
dc.contributor.committeeMemberSailors, Misty
dc.contributor.committeeMemberNorman, Francis
dc.date.accessioned2024-02-12T15:39:56Z
dc.date.available2024-02-12T15:39:56Z
dc.date.issued2014
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThis study observes the Knowledge of Content and Teaching (KCT) that prospective mathematics teachers (PMTs) construct during an undergraduate middle level (grades 4 through 8) mathematics methodology course. KCT is "Mathematical knowledge that interacts with the design of instruction" (Ball et al, 2008, p. 9). Data for this study included concept maps, journal entries and a final exam essay constructed during a required teacher education course. Two main research questions frame the work of this dissertation: 1) What Knowledge of with students through field experiences; however, the study collects data prior to Content and Teaching (KCT) do prospective mathematics teachers construct during a mathematics methods course? 2) What course experiences do prospective mathematics teachers relate to their construction of KCT? Content analysis was used for the study's methodological design and data analysis process. Constant comparison was used within content analysis to develop codes, categories and themes in order to answer the research questions. There were two key results: 1) the value of vision setting and 2) the restructuring of Ball and colleagues Mathematical Knowledge for Teaching (MKT) framework. This study presents evidence of PMTs construction process of KCT during an undergraduate education methodology course. Understanding the knowledge constructed during this course can help to identify its function in preparing teachers with the KCT required for teaching. Teacher education needs to prepare PMTs with the knowledge and skills necessary to achieve mathematical proficiency as defined by the K-12 standards. To achieve this aspiration, prospective teachers need training that enables them to unite their mathematical content knowledge in the context of teaching. The design of the course, knowledge constructed, and reflections of the prospective teachers will help inform future teacher education practices regarding KCT.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent229 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781303920240
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4501
dc.languageen
dc.subjectEducation
dc.subjectMathematics teachers
dc.subjectKnowledge of Content and Teaching
dc.subject.classificationTeacher education
dc.subject.classificationEducation
dc.subject.lcshMathematics -- Study and teaching (Elementary)
dc.subject.lcshMathematics -- Study and teaching (Middle school)
dc.subject.lcshMathematics teachers -- Training of
dc.titleKnowledge of content and teaching (KCT) constructed by prospective mathematics teachers during a methods course
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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