How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching
How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching
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职前教师如何利用儿童文学教授数学概念：以数学知识为教学重点
DOI：
10.1007/978-3-662-46590-5
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发表时间：
2017
影响因子：
--
通讯作者：
Jennifer Edelman
中科院分区：
文献类型：
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作者：
Jennifer Edelman
本描述性研究探讨了小学教师候选人展示的数学知识教学（MKT）的元素，因为他们计划，教，并反映在一个数学课，整合儿童文学。本研究的数据收集从观察和书面工作的副校长小学教师候选人报名参加了数学教学方法课程。数据分析使用三个标准：内容和学生的知识，内容和教学的知识，内容和课程的知识。研究结果表明，需要进一步发展教师候选人的能力，以确定和定位数学概念的儿童文学，以及需要支持教师候选人的批判性分析的课程材料和数学表征的儿童文学。
This descriptive study examines the elements of mathematical knowledge for teaching (MKT) that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.