A Qualitative Study on the Development of Pre-service Teachers’ Mathematical Knowledge for Teaching in a History-based Course

Huang youchu

doi:10.12973/eurasia.2016.1259a

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Huang youchu ¹ ^*

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¹ Wenzhou University, China^* Corresponding Author

Abstract

Background:
This study explores the effect of a history-based course on pre-service teachers’ mathematical knowledge for teaching (MKT).

Material and methods:
Data were collected from 10 pre-service teachers at a normal university in China. At the beginning of the course, participants were asked to submit their teaching plans followed by a teaching simulation on selected topics. They then received a history-based course particularly stressing the value of the history of mathematics in education. After being educated on the historical background of these topics, the participants were asked to think back while watching their simulation videos and then redesign their instructional plans on the same topics. We investigated these pre-service teachers’ MKT through the simulated teaching videos, conducting semi-structured interviews, and analyzing their teaching plans and learning journals.

Results:
Results suggest that these pre-service teachers’ MKT had improved. Their changes in PCK were more significant than those in SMK. Nevertheless, the history-based course seemed to have had less influence on the participants’ CCK and KCC.

Conclusions:
Possible reasons for the positive and negative effects are addressed.

Keywords

history of mathematics
mathematical knowledge for teaching
Pedagogical Content Knowledge
pre-service teacher
subject matter knowledge

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 9, September 2016, 2599-2616

https://doi.org/10.12973/eurasia.2016.1259a

Publication date: 29 Jun 2016

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Article Downloads: 1862

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How to cite this article

APA

youchu, H. (2016). A Qualitative Study on the Development of Pre-service Teachers’ Mathematical Knowledge for Teaching in a History-based Course. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2599-2616. https://doi.org/10.12973/eurasia.2016.1259a

Vancouver

youchu H. A Qualitative Study on the Development of Pre-service Teachers’ Mathematical Knowledge for Teaching in a History-based Course. EURASIA J Math Sci Tech Ed. 2016;12(9):2599-616. https://doi.org/10.12973/eurasia.2016.1259a

AMA

youchu H. A Qualitative Study on the Development of Pre-service Teachers’ Mathematical Knowledge for Teaching in a History-based Course. EURASIA J Math Sci Tech Ed. 2016;12(9), 2599-2616. https://doi.org/10.12973/eurasia.2016.1259a

Chicago

youchu, Huang. "A Qualitative Study on the Development of Pre-service Teachers’ Mathematical Knowledge for Teaching in a History-based Course". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 9 (2016): 2599-2616. https://doi.org/10.12973/eurasia.2016.1259a

Harvard

youchu, H. (2016). A Qualitative Study on the Development of Pre-service Teachers’ Mathematical Knowledge for Teaching in a History-based Course. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), pp. 2599-2616. https://doi.org/10.12973/eurasia.2016.1259a

MLA

youchu, Huang "A Qualitative Study on the Development of Pre-service Teachers’ Mathematical Knowledge for Teaching in a History-based Course". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 9, 2016, pp. 2599-2616. https://doi.org/10.12973/eurasia.2016.1259a