In the Teaching Principle (National Council of Teachers of Mathematics
[NCTM], 2000), it explained that development and utilization of pedagogical content
knowledge required teachers to continually increase their knowledges of mathematics
content and pedagogy. This study researched the amalgamation of multi-faceted factors
and inter-relatedness of pedagogical content knowledge (PCK), content knowledge for
teaching mathematics (CKTM), and mentoring support perceptions throughout
elementary and middle level student teachers’ and interns’ initial full-time teaching
experiences.
In the first article 13 elementary and seven middle grade student teachers’ are
examined based on differences between pedagogical content knowledge and content
knowledge for teaching mathematics. Standardized difference scores were calculated
and compared using multivariate contrasts on certification level. Results showed
statistically significant differences (p < .01) on all three CKTM domains but no
statistically significant differences were found on any of the five Classroom Observation and Assessment for Teachers (COPAT) domains. Both groups had the highest mean
difference in the CKTM number/concept domain. COPAT results showed middle grade
level pre-service teachers primarily had all positive mean differences, in comparison to
the elementary level pre-service teachers, which had all negative mean differences.
In the second article the mathematics mentoring support perceptions of 11 first
year teachers who participated in a year-long urban internship program were examined.
Semi-structured interviews revealed that district and grade level campus mentors
provided the most mathematics instruction and pedagogically-based support to both
groups of interns. Middle school level interns relied more on their team of mathematics
teachers and elementary level interns received more mathematical content support from
their district mentor than did middle level interns. Pedagogical support was greatest in
the areas of lesson design and implementation of classroom management strategies.
In the third article 14 elementary and six middle level student teachers were
observed and interviewed on general and content-specific pedagogical skills and
perceptions. Results indicated both groups of student teachers perceived themselves as
most competent in having lesson plans ready, routines evident, and utilizing studentcentered
instruction. Conversely, both groups felt least competent in getting students on
task quickly, using a variety of teaching strategies, using critical thinking skills, and
handling inappropriate behavior effectively.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2708 |
| Date | 15 May 2009 |
| Creators | Piccolo, Diana Lynne |
| Contributors | Capraro, Robert M. |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | electronic, application/pdf, born digital |
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