Co-examining the Development of Mathematical Knowledge for Teaching and Conceptions About Mathematics Teaching and Learning

Document Type

Presentation Abstract

Presentation Date

3-1-2012

Abstract

The process of learning to teach mathematics is multifaceted and includes a number of domains known to influence the instructional practices teachers employ and, consequently, the learning opportunities of their students. My research focuses on two domains: Mathematical Knowledge for Teaching (MKT) (Ball, Hill, & Bass, 2005) and conceptions about mathematics teaching and learning. Both of these domains have become critical aspects of mathematics teacher education; however, little is known about how they evolve over time. This presentation reports on an ongoing inquiry into the mathematical development of elementary teachers and factors affecting the progression of MKT and conceptions aligned with effective teaching practices.

I will begin by discussing a collaborative effort to construct a comprehensive set of instruments for longitudinally studying the evolution of elementary teachers’ conceptions (here, conceptions represents three central and interrelated subconstructs: beliefs, attitudes, and dispositions). Unlike existing measures, the Mathematics Experiences and Conceptions Surveys (MECS) are being designed to correspond with significant benchmarks in teacher preparation. Instrument validity and reliability are being established through data collected at four institutions over two years. Initial results from these analyses and plans for continued instrumentation will be shared.

Preliminary findings will then be presented from data collected at two universities during the fall semester of 2011. Preservice elementary teachers enrolled in mathematics methods courses completed pre- and post-administrations of the MECS and MKT Measures developed by the Learning Mathematics for Teaching Project (Hill, Schilling, & Ball, 2004). ANOVA results for aggregate data showed significant gains in MKT and attitudes towards teaching mathematics over the duration of one semester. To examine these changes, regression models were developed in search of explanatory variables. Additional analyses explored potential relationships among MKT, attitudes, beliefs, dispositions, and experiences afforded by methods courses and related fieldwork. Initial observations and plans for future research will be discussed.

Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide? American Educator, Fall, 14-46.

Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers' mathematics knowledge for teaching. The Elementary School Journal, 105(1), 11-30.

Additional Details

Thursday, 1 March 2012
4:10 p.m. in Math 103
3:30 p.m. Refreshments in Math Lounge 109

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