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Teaching MKT
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science. (The Centre of Science, Mathematics and Engineering Education Research)ORCID iD: 0000-0001-6525-9871
2012 (English)In: Proceedings of NORMA 11: the sixth Nordic Conference on Mathmatics Education / [ed] Guðný Helga Gunnarsdóttir, Reykjavík: University of Island Press , 2012, 714- p.Conference paper, (Other (popular science, discussion, etc.))
Abstract [en]

Teaching mathematics requires a deep understanding of mathematics but also knowledge on how to teach the mathematics (Ball & Bass, 2003; Grossman, 1990;Ma & Kessel, 2000). The aim of the study was to find ways of working with mathematical knowledge for teaching (MKT) so that student teachers (ST) would consider aspects of MKT in planning future teaching. A Learning Study was conducted in a mathematics teacher-training course and 47 ST participated. Duringa cycle of 3 seminars, 5 aspects of MKT were addressed and ST were tested before and after each seminar by writing a lesson plan. The 5 aspects of MKT were: pupils preconceptions, models for explanation, related (hands on) materials, suitable exercises and curricular knowledge. The 3 seminars and 3 sets of pre and post tests were analyzed with help of Variation Theory (Marton & Booth, 1997).What was possible to discern at the seminar concerning MKT the enacted OoL, was related to the lived OoL: what ST actually discerned as shown in their tests. Through a focus on the MKT as the Object of Learning (OoL), differences in learning could be identified and conditions necessary for learning to take place were described in terms of critical features (CF). These were subsequently implemented in the study and there was a clear improvement in the way the 5 aspects were addressed by the ST. The four CF found were: 1) Curricular goals must be seen as something to choose from (not as a whole package to work with). 2) Contextual experiences have to be created and reflected upon from a teachers perspective. 3) Components have to be described clearly in order to connect with other components. 4) The underlying mathematics should be understood when discussing an activity from a teachers point of view. During the presentation the CF will be described more completely using examples from the data

Place, publisher, year, edition, pages
Reykjavík: University of Island Press , 2012. 714- p.
Series
Nordic Conference on Mathematics Education, 6
National Category
Mathematics
Research subject
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-10721ISBN: 978-9979-54-965-9 (print)OAI: oai:DiVA.org:kau-10721DiVA: diva2:494273
Conference
The sixth Nordic Conference on Mathematics Education NORMA 2011, May 11th – 14th 2011, University of Iceland, Reykjavík
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Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2016-02-12Bibliographically approved

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http://vefsetur.hi.is/norma11/node/44

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