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South Dakota Middle School Mathemati...

Bleecker, Heather A.

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South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies./
Author:	Bleecker, Heather A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	207 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10599451
ISBN:	9780355069846

South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies.
Bleecker, Heather A.

South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 207 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--University of South Dakota, 2017.

This quantitative research study investigates South Dakota middle school (grades 5-8) mathematics teachers' perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical pedagogical content knowledge (MPCK). The study also considered how teacher characteristics relate to teacher competencies. The study examined middle school teacher perceptions because of the importance of the mathematics concepts being taught. Teacher participants completed a voluntary 50 question electronic survey within a three-week time period. Data analysis findings include descriptive and inferential statistics on GPK, MPCK, professional development, and teacher characteristics. Respondents perceived maintaining a safe and respectful classroom to be the most important item for GPK. Respondents perceived having an adequate knowledge of mathematics to be the most important item for MPCK. Overall, GPK was perceived as more important than MPCK regardless of teacher characteristics studied. Respondents perceived professional development in the area of mathematics and mathematics education to be most important to middle school mathematics teachers. However, respondents reported that professional development was rarely provided to teachers with the exception of self-directed learning. The aim of this study was to provide current and future middle school mathematics teachers and their evaluators with a summary of how the importance of pedagogical knowledge can inform mathematics teacher practice, evaluation, and professional development.

ISBN: 9780355069846Subjects--Topical Terms:

641129
Mathematics education.

South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies.
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520 $a This quantitative research study investigates South Dakota middle school (grades 5-8) mathematics teachers' perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical pedagogical content knowledge (MPCK). The study also considered how teacher characteristics relate to teacher competencies. The study examined middle school teacher perceptions because of the importance of the mathematics concepts being taught. Teacher participants completed a voluntary 50 question electronic survey within a three-week time period. Data analysis findings include descriptive and inferential statistics on GPK, MPCK, professional development, and teacher characteristics. Respondents perceived maintaining a safe and respectful classroom to be the most important item for GPK. Respondents perceived having an adequate knowledge of mathematics to be the most important item for MPCK. Overall, GPK was perceived as more important than MPCK regardless of teacher characteristics studied. Respondents perceived professional development in the area of mathematics and mathematics education to be most important to middle school mathematics teachers. However, respondents reported that professional development was rarely provided to teachers with the exception of self-directed learning. The aim of this study was to provide current and future middle school mathematics teachers and their evaluators with a summary of how the importance of pedagogical knowledge can inform mathematics teacher practice, evaluation, and professional development.
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