50
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Preservice Secondary Teachers’ Mathematical Knowledge for Teaching: Focus on Reflective Practice

ORCID Icon &

References

  • Alsawaie, O. N., & Alghazo, I. M. (2010). The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching. Journal of Mathematics Teacher Education, 13(3), 223–241. https://doi.org/10.1007/s10857-009-9138-8
  • Álvarez, J. A., Arnold, E. G., Burroughs, E. A., Fulton, E. W., & Kercher, A. (2020). The design of tasks that address applications to teaching secondary mathematics for use in undergraduate mathematics courses. Journal of Mathematical Behavior, 60, 100814. https://doi.org/10.1016/j.jmathb.2020.100814
  • Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. https://amte.net/standards
  • Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
  • Bargiband, J., Bell, S., & Berezovski, T. (2013). Guided reflections on mathematical tasks: Fostering MKT in college geometry. In S. Brown, G. Karakok, K. H. Roh, & M. Oehrtman (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education (pp. 414–419). Denver, Colorado: Mathematical Association of America.
  • Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205–218. https://doi.org/10.1080/14623940220142343
  • Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of Learning Science, 6(3), 271–315. https://doi.org/10.1207/s15327809jls0603_1
  • Connected Mathematics Project. (n.d.). Retrieved February, 2021, from https://connectedmath.msu.edu/
  • CPM Educational Program: More math for more people. (n.d.). Retrieved March, 2021, from https://cpm.org/
  • Ding, M., & Heffernan, K. (2018). Transferring specialized content knowledge to elementary classrooms: Preservice teachers’ learning to teach the associative property. International Journal of Mathematical Education in Science and Technology, 49(6), 899–921. https://doi.org/10.1080/0020739X.2018.1426793
  • Etscheidt, S., Curran, C. M., & Sawyer, C. M. (2012). Promoting reflection in teacher preparation programs: A multilevel model. Teacher Education and Special Education, 35(1), 7–26. https://doi.org/10.1177/0888406411420887
  • Gore, J. M., & Zeichner, K. M. (1991). Action research and reflective teaching in preservice teacher education: A case study from the USA. Teaching and Teacher Education, 7(2), 119–136. https://doi.org/10.1016/0742-051X(91)90022-H
  • Greefrath, G., Siller, H. S., Klock, H., & Wess, R. (2022). Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling. Educational Studies in Mathematics, 109(2), 383–407. https://doi.org/10.1007/s10649-021-10038-z
  • Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100. https://doi.org/10.1177/016146810911100905
  • Grossman, P., Karen, H., & Morva, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers & Teaching Theory & Practice, 15(2), 273–289. https://doi.org/10.1080/13540600902875340
  • Gutierez, S. B. (2015). Teachers’ reflective practice in lesson study: A tool for improving instructional practice. Alberta Journal of Educational Research, 61(3), 314–328. https://doi.org/10.55016/ojs/ajer.v61i3.56087
  • Hayden, H. E., Rundell, T. D., & Smyntek-Gworek, S. (2013). Adaptive expertise: A view from the top and the ascent. Teaching Education, 24(4), 395–414. https://doi.org/10.1080/10476210.2012.724054
  • Heck, D. J., Plumley, C. L., Stylianou, D. A., Smith, A. A., & Moffett, G. (2019). Scaling up innovative learning in mathematics: Exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice. Educational Studies in Mathematics, 102(3), 319–342. https://doi.org/10.1007/s10649-019-09895-6
  • Herbst, P., & Kosko, K. W. (2014). Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: A comparison of responses to animations and videos. Journal of Mathematics Teacher Education, 17, 515–537. https://doi.org/10.1007/s10857-013-9267-y
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. https://doi.org/10.3102/00028312042002371
  • Hilton, A., & Hilton, G. (2019). Primary school teachers implementing structured mathematics interventions to promote their mathematics knowledge for teaching proportional reasoning. Journal of Mathematics Teacher Education, 22(6), 545–574. https://doi.org/10.1007/s10857-018-9405-7
  • Husu, J., Toom, A., & Patrikainen, S. (2008). Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies. Reflective Practice, 9(1), 37–51. https://doi.org/10.1080/14623940701816642
  • Jakobsen, A., Thames, M. H., & Ribeiro, C. M. (2013). Delineating issues related to horizon content knowledge for mathematics teaching. In B. Ubuz, C. Haser, & M. A. Mariotti (Eds.), Proceedings of the eighth congress of the European Society for Research in Mathematics Education, Manavgat-Side, Antalya, Turkey (pp. 3125–3134). ERME
  • Jao, L., Sahmbi, G., & Huang, Y. S. (2020). Professional growth through reflection and an approximation of practice: Experiences of preservice teachers as teaching assistants in a secondary mathematics teaching methods course. The Teacher Educator, 55(1), 47–65. https://doi.org/10.1080/08878730.2019.1637986
  • Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85. https://doi.org/10.1016/S0742-051X(01)00051-8
  • Kalk, K., Luik, P., Taimalu, M., & Täht, K. (2014). Validity and reliability of two instruments to measure reflection: A confirmatory study. TRAMES: A Journal of the Humanities & Social Sciences, 18(2), 121–134. https://doi.org/10.3176/tr.2014.2.02
  • Lai, M. K., & McNaughton, S. (2009). Raising student achievement in poor communities through evidence-based conversations. In L. M. Earl & H. Timperley (Eds.), Professional learning conversations: Challenges in using evidence for improvement (pp. 13–27). Springer.
  • Lai, Y., & Donsig, A. (2018). Using geometric habits of mind to connect geometry from a transformation perspective to graph transformations and abstract algebra. In N. H. Wasserman (Ed.), Connecting abstract algebra to secondary mathematics, for secondary mathematics teachers (pp. 263–289). Springer.
  • Lai, Y., Lischka, A. E., Strayer, J. F., & Adamoah, K. (2023). Characterizing prospective secondary teachers’ foundation and contingency knowledge for definitions of transformations. Journal of Mathematical Behavior, 70, 1–17. https://doi.org/10.1016/j.jmathb.2022.101030
  • Lai, Y., & Patterson, C. (2017). Opportunities presented by mathematics textbooks for prospective teachers to learn to use mathematics in teaching. In W. M. Smith, B. R. Lawler, J. Bowers, & L. Augustyn (Eds.), Proceedings of the sixth annual mathematics teacher education partnership conference (pp. 142–147). Washington, DC: Association of Public and Land-grant Universities.
  • Leikin, R., & Dinur, S. (2007). Teacher flexibility in mathematical discussion. Journal of Mathematical Behavior, 26(4), 328–347. https://doi.org/10.1016/j.jmathb.2007.08.001
  • Max, B., & Amstutz, M. (2019). The intersection of MET II content domains and mathematical knowledge for teaching in mathematics content for elementary teachers courses. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 1(February), 1–7. https://eric.ed.gov/?id=EJ1206232
  • Morris, A. K., & Hiebert, J. (2017). Effects of teacher preparation courses: Do graduates use what they learned to plan mathematics lessons? American Educational Research Journal, 54(3), 524–567. https://doi.org/10.3102/0002831217695217
  • Özgün-Koca, S. A., Lewis, J. M., & Edwards, T. (2020). Fostering middle school teachers’ mathematical knowledge for teaching via analysis of tasks and student work. Mathematics Teacher Educator, 9(1), 50–62. https://doi.org/10.5951/MTE.2020.0004
  • Philipp, R., Jacobs, V. R., & Sherin, M. G. (2014). Noticing of mathematics teachers. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 465–466). Springer. https://doi.org/10.1007/978-94-007-4978-8_120
  • Pincheira, N., & Alsina, Á. (2021). Teachers’ mathematics knowledge for teaching early algebra: A systematic review from the MKT perspective. Mathematics, 9(20), 1–16. https://doi.org/10.3390/math9202590
  • Saldaña, J. (2016). The coding manual for qualitative researchers. SAGE.
  • Sapkota, B., & Max, B. (2023). A conceptual synthesis on approximations of practice in mathematics teacher education. Research in Mathematics Education, 1–27. https://doi.org/10.1080/14794802.2023.2207088
  • Schilling, S. G., & Hill, H. C. (2007). Assessing measures of mathematical knowledge for teaching: A validity argument approach. Measurement, 5(2–3), 70–80. https://doi.org/10.1080/15366360701486965
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.2307/1175860
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Speer, N. M., King, K. D., & Howell, H. (2015). Definitions of mathematical knowledge for teaching: Using these constructs in research on secondary and college mathematics teachers. Journal of Mathematics Teacher Education, 18(2), 105–122. https://doi.org/10.1007/s10857-014-9277-4
  • van den Kieboom, L. A. (2013). Examining the mathematical knowledge for teaching involved in pre-service teachers’ reflections. Teaching and Teacher Education, 35, 146–156. https://doi.org/10.1016/j.tate.2013.06.009
  • van Manen, M. (1991). Reflectivity and the pedagogical moment: The normativity of pedagogical thinking and acting. Journal of Curriculum Studies, 23(6), 507–536. https://doi.org/10.1080/0022027910230602
  • Vaughn, M. (2015). Adaptive teaching: Reflective practice of two elementary teachers’ visions and adaptations during literacy instruction. Reflective Practice, 16(1), 43–60. https://doi.org/10.1080/14623943.2014.944143
  • Wasserman, N. H., Buchbinder, O., & Buchholtz, N. (2023). Making university mathematics matter for secondary teacher preparation. ZDM – Mathematics Education, 55(4), 1–18. https://doi.org/10.1007/s11858-023-01484-5
  • Wasserman, N. H., & Stockton, J. (2013). Horizon content knowledge in the work of teaching: A focus on planning. For the Learning of Mathematics, 33(3), 20–22.
  • Wasserman, N. H., Weber, K., Fukawa-Connelly, T., & McGuffey, W. (2019). Designing advanced mathematics courses to influence secondary teaching: Fostering mathematics teachers’ “attention to scope”. Journal of Mathematics Teacher Education, 22(4), 379–406. https://doi.org/10.1007/s10857-019-09431-6
  • Yin, R. K. (2017). Case study research and applications: Design and methods (6th ed.). SAGE.
  • Zeichner, K. (1992). Rethinking the practicum in the professional development school partnership. Journal of Teacher Education, 43(4), 296–307. https://doi.org/10.1177/0022487192043004009
  • Zeichner, K. (2006). Reflections of a university-based teacher educator on the future of college- and university-based teacher education. Journal of Teacher Education, 57(3), 326–340. https://doi.org/10.1177/0022487105285893
  • Zeichner, K., & Liston, D. P. (1996). Reflective teaching: An introduction. Erlbaum.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.