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dc.contributorCapraro, Robert M.
dc.creatorPiccolo, Diana Lynne
dc.date.accessioned2010-01-15T00:05:41Z
dc.date.accessioned2010-01-16T00:51:32Z
dc.date.accessioned2017-04-07T19:55:31Z
dc.date.available2010-01-15T00:05:41Z
dc.date.available2010-01-16T00:51:32Z
dc.date.available2017-04-07T19:55:31Z
dc.date.created2008-05
dc.date.issued2009-05-15
dc.identifier.urihttp://hdl.handle.net/1969.1/ETD-TAMU-2708
dc.description.abstractIn 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.
dc.language.isoen_US
dc.subjectMathematics Education
dc.subjectPre-service Teachers
dc.subjectPedagogical Content Knowledge
dc.subjectContent Knowledge for Teaching Mathematics
dc.subjectMentoring Support
dc.titleInitial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development
dc.typeBook
dc.typeThesis


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