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Investigating Mathematics Pre-Service Teachers' Knowledge for Teaching: Focus on Quadratic Equations

Artigo2022

Jill Newton; Christina Alvey; Rick Hudson

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Resumo

A substantial body of research has documented that the types of knowledge that mathematics teachers draw upon during their practice often differs from the knowledge of individuals working in other fields. Drawing on the Mathematical Knowledge for Teaching (MKT) Framework and the School Mathematics Teaching Pedagogical Content Knowledge (SMTPCK) Framework, we investigated the knowledge that mathematics preservice secondary teachers (M-PSTs) used when solving quadratic equations and talking about teaching this topic during task-based interviews. Most of the M-PSTs were able to draw on their Common Content Knowledge (in MKT) and Content Knowledge in a Pedagogical Context (in SMTPCK) for procedures such as using the quadratic formula and completing the square. the M-PSTs, however, more often struggled and expressed uncertainty when asked to draw on their Specialised Content Knowledge (in MKT) and Clearly Pedagogical Content Knowledge (in SMTPCK) to, for example, provide multiple representations to support student learning. Our findings support persistent calls from professional organisations for a series of courses in secondary mathematics teacher education programs that provide opportunities for M-PSTs to engage with and investigate secondary mathematics content from an advanced perspective. Such experiences have the potential to enhance development of several domains of M-PSTs' MKT and SMTPCK. Similarities, differences, affordances, and limitations of MKT and SMTPCK frameworks are discussed.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teacher Education and Development
Ano
2022
Idioma
en
Palavras-chave
Mathematics Teachers; Preservice Teachers; Equations (Mathematics); Algebra; Pedagogical Content Knowledge; Secondary School Teachers; Mathematics Instruction; Task Analysis
Temas
Álgebra, Formação de Professores de Matemática
ISSN
1442-3901
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
NEWTON, Jill; ALVEY, Christina; HUDSON, Rick. Investigating Mathematics Pre-Service Teachers' Knowledge for Teaching: Focus on Quadratic Equations. Mathematics Teacher Education and Development, 2022. Disponível em: https://eric.ed.gov/?id=EJ1379860. Acesso em: 5 nov. 2026.

APA

Newton, J., Alvey, C., & Hudson, R. (2022). Investigating Mathematics Pre-Service Teachers' Knowledge for Teaching: Focus on Quadratic Equations. Mathematics Teacher Education and Development. https://eric.ed.gov/?id=EJ1379860

BibTeX
@article{newton2022,
  author = {Newton, Jill and Alvey, Christina and Hudson, Rick},
  title = {Investigating Mathematics Pre-Service Teachers' Knowledge for Teaching: Focus on Quadratic Equations},
  year = {2022},
  journal = {Mathematics Teacher Education and Development},
  url = {https://eric.ed.gov/?id=EJ1379860},
  language = {en}
}
RIS
TY  - JOUR
AU  - Newton, Jill
AU  - Alvey, Christina
AU  - Hudson, Rick
TI  - Investigating Mathematics Pre-Service Teachers' Knowledge for Teaching: Focus on Quadratic Equations
PY  - 2022
JO  - Mathematics Teacher Education and Development
UR  - https://eric.ed.gov/?id=EJ1379860
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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