The purposes of this study were to investigate preservice mathematics teachersâ orientations, content knowledge, and pedagogical content knowledge of probability; the relationships among these three aspects; and the usefulness of tasks with respect to examining these aspects of knowledge. The design of the study was a multi-case study of five secondary mathematics education preservice teachers with a focus on their knowledge as well as tasks that were used in this study. Data from individual interviews and test items were collected and analyzed under a conceptual framework based on the work of Hill, Ball, and Schilling (2008); Kvatinsky and Even (2002); and Garuti, Orlandoni, and Ricci (2008). The researcher found that the preservice teachers held multiple orientations towards probability yet tended to be mostly objective (mathematical and statistical) with little evidence of subjective orientations. Relationships existed between the preservice teachersâ orientations and their content knowledge, as well as their pedagogical content knowledge. These relationships were found more in tasks where they were required to make a claim about a probability within some sort of real-world context. The researcher also found that tasks involving pedagogical situations tended to be more effective at eliciting knowledge than tasks involving only questions.
| Identifer | oai:union.ndltd.org:NCSU/oai:NCSU:etd-11042009-144919 |
| Date | 04 December 2009 |
| Creators | Ives, Sarah Elizabeth |
| Contributors | Dr. Ernest L. Stitzenger, Dr. Hollylynne Stohl Lee, Dr. Karen F. Hollebrands, Dr. Lee V. Stiff |
| Publisher | NCSU |
| Source Sets | North Carolina State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://www.lib.ncsu.edu/theses/available/etd-11042009-144919/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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