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Adapting math instruction to support prospective elementary teachers

机译：调整数学教学以支持潜在的基础教师

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Purpose - Elementary teachers' understanding of mathematics is a significant contributor to student success with mathematics. Consequently, teacher educators are frequently charged with the responsibility of supporting the development of prospective elementary teachers' mathematics content knowledge as they re-learn concepts in ways they are required to teach. The purpose of this paper is to describe one teacher educator's efforts to support prospective elementary teachers' tenuous understanding of rational numbers. Design/methodology/approach - Given the variety of factors influencing the development of teacher knowledge, a mixed method research design was utilized. Research participants were prospective elementary teachers enrolled in a nine-week elective course who agreed to participate in the study (n = 40); while the control group were prospective elementary teachers not enrolled in the elective course (n = 35). Findings - The results of this study indicate that it may be possible to improve prospective teachers' conceptual understanding of mathematics by providing additional short-term support, such as an elective course and/or web-based video clips. However, the program intervention can only build upon the existing knowledge that prospective teachers bring when they begin their Bachelor of programs. Originality/value - For prospective teachers with a limited foundation in mathematics (e.g. less than four secondary school mathematics courses), short-term support may be insufficient to compensate for their nebulous understanding of rational numbers. Based on this finding, one-year Bachelor of programs might consider, either: including Grade 12 mathematics as a pre-requisite for elementary teacher applicants; or mandating enrolment in a full-year math content course similar to the elective course described in this paper.
机译：目的-小学教师对数学的理解是学生数学学习成功的重要因素。因此，教师教育者经常承担着支持未来的基础教师数学内容知识发展的责任，因为他们以要求的方式重新学习概念。本文的目的是描述一位教师教育者为支持潜在的基础教师对有理数的脆弱理解所做的努力。设计/方法/方法-考虑到影响教师知识发展的多种因素，采用了混合方法研究设计。研究参与者是参加为期九周的选修课程的准小学教师，他们同意参加研究（n = 40）；对照组是未参加选修课程的准小学教师（n = 35）。调查结果-该研究结果表明，通过提供额外的短期支持（例如选修课和/或基于网络的视频剪辑），有可能提高准教师对数学的概念理解。但是，计划干预只能基于准教师在开始其计划学士学位时所带来的现有知识。原创性/价值-对于数学基础有限的准教师（例如，中学数学课程少于四门），短期支持可能不足以弥补他们对有理数的模糊理解。根据这一发现，可以考虑一年制课程的学士学位，包括：将12年级数学作为小学教师申请者的必备条件；或强制参加与本文所述的选修课程相似的全年数学课程。

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