Transferring specialized content knowledge to elementary classrooms: preservice teachers' learning to teach the associative property

This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms. Focusing on the case of the associative property of multiplication, we compared three PSTs' SCK during enacted lessons in fourth grade classrooms with their own...

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Published inInternational journal of mathematical education in science and technology Vol. 49; no. 6; pp. 899 - 921
Main Authors Ding, Meixia, Heffernan, Kayla
Format Journal Article
LanguageEnglish
Published London Taylor & Francis 18.08.2018
Taylor & Francis Ltd
Subjects
Algebra
Associativity
Case Studies
case study
Classrooms
Cooperating Teachers
Elementary School Mathematics
Elementary School Teachers
Grade 4
knowledge transfer
Learning
Mathematics education
Mathematics Skills
Multiplication
Pedagogical Content Knowledge
Preservice elementary teachers
Preservice Teachers
Professional Development
specialized content knowledge
Teachers
Textbooks
the associative property of multiplication
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Abstract This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms. Focusing on the case of the associative property of multiplication, we compared three PSTs' SCK during enacted lessons in fourth grade classrooms with their own learning in professional development (PD) settings. Findings revealed the PSTs' successes and challenges in unpacking an example task, especially in areas of making connections between concrete and abstract representations and asking deep questions that target quantitative interactions. Factors that may have supported or hindered PSTs' SCK transfer include the complex nature of teacher knowledge, the PD effort and the outside factors such as the support from textbooks and cooperating teachers. Implications for teacher education and directions for future research are discussed.
AbstractList This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms. Focusing on the case of the associative property of multiplication, we compared three PSTs' SCK during enacted lessons in fourth grade classrooms with their own learning in professional development (PD) settings. Findings revealed the PSTs' successes and challenges in unpacking an example task, especially in areas of making connections between concrete and abstract representations and asking deep questions that target quantitative interactions. Factors that may have supported or hindered PSTs' SCK transfer include the complex nature of teacher knowledge, the PD effort and the outside factors such as the support from textbooks and cooperating teachers. Implications for teacher education and directions for future research are discussed.
Audience Higher Education
Author Ding, Meixia
Heffernan, Kayla
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  surname: Heffernan
  fullname: Heffernan, Kayla
  organization: Department of Mathematics, University of Pittsburgh at Greensburg
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SubjectTerms Algebra
Associativity
Case Studies
case study
Classrooms
Cooperating Teachers
Elementary School Mathematics
Elementary School Teachers
Grade 4
knowledge transfer
Learning
Mathematics education
Mathematics Skills
Multiplication
Pedagogical Content Knowledge
Preservice elementary teachers
Preservice Teachers
Professional Development
specialized content knowledge
Teachers
Textbooks
the associative property of multiplication
Title Transferring specialized content knowledge to elementary classrooms: preservice teachers' learning to teach the associative property
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