Pre-service teachers’ mathematics content knowledge: implications for how mathematics is taught in higher education

• Tom Lowrie ^[1] ; Robyn Jorgensen ^[1]
  1. [1] University of Canberra

     University of Canberra

     Australia

     
• Localización: Teaching mathematics and its applications, ISSN 0268-3679, Vol. 35, Nº. 4, 2016, págs. 202-215
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This investigation explored pre-service teachers’ mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is acquired; and (3) the applicability of mathematics. These factors were used in subsequent multivariate analyses to determine whether teachers’ mathematics competence influenced their personal mathematics viewpoints and perspectives. There was no difference between those students who had studied advanced and standard mathematics at school on the three belief and attitude measures, despite distinct differences in their MCK.