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Prospective elementary teachers' kno...

Chang, Ing-Jye.

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Prospective elementary teachers' knowledge of multiplicative structures in Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Prospective elementary teachers' knowledge of multiplicative structures in Taiwan./
作者:	Chang, Ing-Jye.
面頁冊數:	360 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2118.
Contained By:	Dissertation Abstracts International58-06A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9738415
ISBN:	9780591486414

Prospective elementary teachers' knowledge of multiplicative structures in Taiwan.
Chang, Ing-Jye.

Prospective elementary teachers' knowledge of multiplicative structures in Taiwan. - 360 p.

Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2118.

Thesis (Ph.D.)--University of Minnesota, 1997.

The Taiwanese elementary school mathematics teachers preparation programs are in the need of a large scale revision. The purpose of this study is to evaluate the prospective elementary teachers' mathematical and pedagogical content knowledge in the domain of multiplicative structures. The study was conducted in two steps. Initially, 417 seniors at one teachers' college in Taiwan were given the written test. After completing the written tests, thirty seniors, selected from eight departments in three different major groups, were interviewed. The assessment problems were selected or adapted from assessment instruments used previously by researchers.

ISBN: 9780591486414Subjects--Topical Terms:

641129
Mathematics education.

Prospective elementary teachers' knowledge of multiplicative structures in Taiwan.
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245 1 0 $a Prospective elementary teachers' knowledge of multiplicative structures in Taiwan.
300 $a 360 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-06, Section: A, page: 2118.
500 $a Adviser: Thomas R. Post.
502 $a Thesis (Ph.D.)--University of Minnesota, 1997.
520 $a The Taiwanese elementary school mathematics teachers preparation programs are in the need of a large scale revision. The purpose of this study is to evaluate the prospective elementary teachers' mathematical and pedagogical content knowledge in the domain of multiplicative structures. The study was conducted in two steps. Initially, 417 seniors at one teachers' college in Taiwan were given the written test. After completing the written tests, thirty seniors, selected from eight departments in three different major groups, were interviewed. The assessment problems were selected or adapted from assessment instruments used previously by researchers.
520 $a The mathematical content knowledge of multiplicative structures consisted of four parts: multiplication and division, interpretations and relationships of rational numbers, quantitative conceptions, as well as proportionality and linearity. The pedagogical content knowledge consisted of five parts: teaching representations, students' strategies, misconceptions and difficulties, remediation teaching, as well as the school mathematics curriculum.
520 $a These mathematics knowledge profiles indicated that the prospective teachers were not ready for teaching. Their level of pedagogical understanding was unacceptably low (35% correct). The mean score (80% correct) on the test of mathematical content knowledge was better but not completely satisfactory. The findings showed the prospective teachers' lack of diagnostic teaching and remediation. They didn't seem to be able to represent appropriately their teaching methods using a wide variety of models. They were not willing to prove their formula, and applied incorrect mathematical knowledge to solve problems. Their explanations relied on procedural approaches, rather than a pedagogically oriented understanding.
520 $a There were significant differences in the mathematical content knowledge of multiplicative structures between the different major groups (F = 46.03, df (2, 409)). Similarly, for the pedagogical content knowledge (F = 21.74, df (2, 409)). As a whole, the mathematics majors performed the best among all of the three groups. The education majors did better than the art majors on all the tasks except for remediation teaching.
520 $a The evaluation system conducted in this study will be used to assist in the reconstruction of the initial teachers' certification test and in the reformulation of the mathematics course content in the teacher preparation program.
590 $a School code: 0130.
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650 4 $a Teacher education. $3 3172312
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710 2 0 $a University of Minnesota. $3 676231
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791 $a Ph.D.
792 $a 1997
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9738415