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Title page for ETD etd-06272005-212328


Type of Document Dissertation
Author Silverman, Jason
Author's Email Address jason.silverman@sju.edu
URN etd-06272005-212328
Title An Investigation of Content Knowledge for Teaching: Understanding its Development and its Influence on Pedagogy
Degree PhD
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Patrick W. Thompson Committee Chair
Kay J. McClain Committee Member
Philip S. Crooke, III Committee Member
Rogers P. Hall Committee Member
Keywords
  • Teacher Education
  • Mathematics Teacher Content Knowledge
Date of Defense 2005-06-17
Availability unrestricted
Abstract
This study explores the complex relationship between teachers’ understandings of mathematics and their classroom practices. The study details students’ engagement in a segment of a university course designed to position pre-service teachers to develop a coherent understanding of functions as covariation of quantities. With regards to this instruction, this study was guided by two research questions that dealt with understanding (a) the pre-service teachers’ mathematical development and then (b) how the pre-service teachers’ emerging understanding of function as covariation impact how they envision and enact instruction, with particular emphasis on the pre-service teachers’ ability to orchestrate conceptual conversations about significant mathematical ideas.

Analyses highlight the fact that one teaches what they know – pre-service teachers’ particular understandings of mathematical content have a significant impact on their pedagogical conceptualizations of the content. It is these pedagogical conceptualizations of content and the related images that serve to guide the pre-service teachers’ decisions and instructional actions. The study concludes with suggestions for ways in which appropriate pedagogical conceptualizations of the content might be developed.

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