Search results for: Qian Hong
Page 1/1 2 items
The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers’ Knowledge: A Five Country Analysis Using TEDS-M Data
This study examined the associations between teacher preparation components and the knowledge of teaching candidates based on data from the TEDS-M study. The findings reveal that the number of mathematics content courses taken has an effect on teaching candidates’ level of MCK in three countries. Specifically, the authors found that taking courses in discrete structure and logic had an effect on MCK in Chinese Taipei, Spain, and Switzerland. Furthermore, they found that taking courses in continuity and functions had an effect on MCK in Chinese Taipei, Switzerland, and the USA.
Updated: Feb. 14, 2018
The Influence of University Courses and Field Experiences on Chinese Elementary Candidates’ Mathematical Knowledge for Teaching
In this study, the authors investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. This study provides evidence that candidates who were exposed to greater numbers of topics in general pedagogy courses had higher levels of MKT in number and operations (N&O). The study also found that exposure in general pedagogy courses to two specific topics, classroom management and collaborative group work, was especially valuable for teaching candidates’ MKT. Finally, this study found that the extent to which a teaching candidate engages in student teaching with full responsibility for instruction was directly related to their level of MKT in N&O while the overall length of student teaching did not seem to matter.
Updated: Feb. 23, 2016