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Harmony in Teaching: Unraveling the Interplay between Pre-Service Teachers' Mathematical Knowledge Fractions and Classroom Practices

Artigo2024

Charles Kwabena Sie; Douglas Darko Agyei

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Resumo

This study delves into the intricate relationship between pre-service teachers' (PSTs') Mathematical Knowledge for Teaching Fractions (MKTF) and its influence on their teaching practices. Grounded in the premise that MKTF domains exhibit interconnectivity, shaping the constructs of teaching practices, the study employed the mathematical task framework and the framework for mathematical knowledge for teaching. Utilizing the Mathematical Knowledge for Teaching Fractions test and the Teaching Practices test, data were collected from 171 PSTs. Regression analyses uncovered significant effects of MKTF domains on five teaching practice components, underscoring the pivotal role of a teacher's mathematical knowledge in effective teaching. Notably, among the six MKTF domains, the KCFS domain emerged as the most fundamental, strongly predicting various MKTF domains and influencing teaching practice constructs. This study underscores the significance of the KCFS domain in shaping both MKTF domains and instructional practices. The findings bear implications for the education of PSTs in Ghana and other nations facing similar educational landscapes.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teaching Research Journal
Ano
2024
Idioma
en
Palavras-chave
Fractions; Pedagogical Content Knowledge; Preservice Teachers; Teacher Education Programs; Mathematics Instruction; Foreign Countries; Correlation; Teaching Methods; Mathematics Tests; Teaching Skills; Teacher Effectiveness
Temas
Formação de Professores de Matemática, Práticas Pedagógicas
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SIE, Charles Kwabena; AGYEI, Douglas Darko. Harmony in Teaching: Unraveling the Interplay between Pre-Service Teachers' Mathematical Knowledge Fractions and Classroom Practices. Mathematics Teaching Research Journal, 2024. Disponível em: https://eric.ed.gov/?id=EJ1442355. Acesso em: 5 nov. 2026.

APA

Sie, C. K., & Agyei, D. D. (2024). Harmony in Teaching: Unraveling the Interplay between Pre-Service Teachers' Mathematical Knowledge Fractions and Classroom Practices. Mathematics Teaching Research Journal. https://eric.ed.gov/?id=EJ1442355

BibTeX
@article{sie2024,
  author = {Sie, Charles Kwabena and Agyei, Douglas Darko},
  title = {Harmony in Teaching: Unraveling the Interplay between Pre-Service Teachers' Mathematical Knowledge Fractions and Classroom Practices},
  year = {2024},
  journal = {Mathematics Teaching Research Journal},
  url = {https://eric.ed.gov/?id=EJ1442355},
  language = {en}
}
RIS
TY  - JOUR
AU  - Sie, Charles Kwabena
AU  - Agyei, Douglas Darko
TI  - Harmony in Teaching: Unraveling the Interplay between Pre-Service Teachers' Mathematical Knowledge Fractions and Classroom Practices
PY  - 2024
JO  - Mathematics Teaching Research Journal
UR  - https://eric.ed.gov/?id=EJ1442355
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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