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Pedagogical content knowledge in prospective elementary teachers’ descriptions of teaching and learning of fractions
Luleå University of Technology, Department of Health, Education and Technology, Education, Language, and Teaching.ORCID iD: 0000-0002-0429-243X
2024 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study investigates the pedagogical content knowledge identified in six prospective elementary teachers’ written teacher practicum reports. Focusing on the three categories of pedagogical content knowledge included in the Mathematical Knowledge for Teaching framework, the study analyzes the prospective teachers’ descriptions and combines their knowledge of fraction content with knowing about students, teaching, and curriculum. The results indicate that prospective teachers describe teaching and learning of fractions mainly on a general pedagogical level. Moreover, they do not differentiate characteristics for elementary students’ fraction difficulties and misunderstandings as well as fraction core contents in the curriculum. The findings are discussed in relation to the Swedish teacher education context in which the study was conducted. Implications for teacher education are also discussed.

Place, publisher, year, edition, pages
Taylor & Francis, 2024.
Keywords [en]
fractions, mathematical knowledge for teaching, pedagogical content knowledge, prospective elementary teacher, teacher education
National Category
Pedagogy
Research subject
Mathematics and Science Education
Identifiers
URN: urn:nbn:se:ltu:diva-105146DOI: 10.1080/00313831.2024.2362928OAI: oai:DiVA.org:ltu-105146DiVA, id: diva2:1852641
Note

Full text: CC BY License;

This article has previously appeared as a manuscript in a thesis.

Available from: 2024-04-18 Created: 2024-04-18 Last updated: 2024-06-05
In thesis
1. Characterizing Prospective Elementary Teachers' Mathematical Knowledge for Teaching Fractions
Open this publication in new window or tab >>Characterizing Prospective Elementary Teachers' Mathematical Knowledge for Teaching Fractions
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Although research has delved into the challenges faced by mathematics teachers and students across various educational levels when working with fractions, these challenges persist. Fractions are an important but difficult content area in elementary school mathematics, and many future elementary teachers enter teacher education with limited knowledge of fractions. This lack of prior knowledge, combined with diverse experiences and attitudes toward the teaching and learning of mathematics, presents a challenge for teacher education programs aiming at enhancing prospective teachers’ knowledge to enable them to teach fractions effectively. Teacher education is a crucial time to attain a comprehensive pedagogical knowledge of mathematics, and this thesis characterizes prospective elementary teachers’ (n = 61) knowledge for teaching fractions as an outcome of Swedish teacher education. Through four empirical studies, the thesis also addresses the concept of mathematical identity and investigates the topic in light of the Mathematical Knowledge for Teaching framework.

The findings highlight substantial differences between the participants in the subject matter and pedagogical content knowledge domain of fractions, revealing difficulties in both their procedural and conceptual knowledge. Challenges also arise in analyzing different fraction solutions and combining knowledge of fraction content with knowledge about elementary students, teaching, and the national curriculum document. This difficulty can be a hindrance for the quality teaching of fractions. Moreover, incoherent fraction knowledge occurs across the different knowledge categories included in the Mathematical Knowledge for Teaching framework. The findings also reveal uncertainty in relation to work with fractions and prospective teachers’ mathematical identities. A new framework for the analysis of different aspects of fractions is also presented in the thesis, and the findings are discussed considering the context of Swedish teacher education and the Mathematical Knowledge for Teaching framework. 

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2024
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
Keywords
elementary teacher education, fractions, mathematical identity, mathematical knowledge for teaching, prospective elementary teacher
National Category
Pedagogy
Research subject
Mathematics and Science Education
Identifiers
urn:nbn:se:ltu:diva-105152 (URN)978-91-8048-544-9 (ISBN)978-91-8048-545-6 (ISBN)
Public defence
2024-06-20, A109, Luleå University of Technology, Luleå, 10:00 (English)
Opponent
Supervisors
Available from: 2024-04-19 Created: 2024-04-19 Last updated: 2024-05-30Bibliographically approved

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Tossavainen, Anne

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