Mohr Assessment of MKT

Mohr Assessment of MKT - As s e s s me nt o f Pre s e rvic...

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  As s es s ment of Pres ervice As s es s ment of Pres ervice Teachers ’ Mathematics Teachers ’ Mathematics Knowledge for Teaching the Knowledge for Teaching the Middle Grades Middle Grades Margaret J . Mohr February 23, 2006
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Introduction Introduction In relation to education reform recommendations, a survey of selected teacher programs in the U.S. revealed few changes in program characteristics (Graham, At the middle school level, 68.5% of teachers have no major certification in mathematics and 21.9% do not have a minor in mathematics (Seastrom, Gruber, Henke, McGrath, & Cohen, 2005).
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Introduction, cont’d. Introduction, cont’d. “To deliver the kind of mathematics content in ways that respects middle grades students as learners demands a well prepared and motivated teacher. Few existing teacher preparation programs meet this need, and certification requirements do not support adequate content and pedagogical preparation” (NRC, 2000a, p. 15). The improvement of middle school mathematics teacher preparation must be grounded in research that provides a theoretical understanding of what prospective mathematics teachers for middle grades need to learn, how they learn it, and how their learning can be assessed (Kulm, Li, Allen, Goldsby, & Willson, 2005).
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Mathematics Knowledge for Mathematics Knowledge for Teaching Teaching RAND Mathematics Science Panel (2003) report found a compelling relationship between what a teacher can do with their students and their own level of mathematics competence. “either teachers do not have enough content knowledge, or what they do know is not the ‘right’ content knowledge” (Sherin, 2002, p. 123)
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Mathematics Knowledge for Mathematics Knowledge for Teaching Teaching NCTM (2000) emphasized teachers need different kinds of knowledge Knowledge of specific content Curricular goals The challenges students face in learning these ideas Assessment Pedagogical knowledge of effective teaching strategies “There is a positive connection between subject matter preparation (in both content and specific teaching methods) and teacher performance; however, for some subjects, like mathematics, current subject matter preparation (including an academic subject major) may need to be reformed to increase reasoning skills and conceptual knowledge” (ASCD, 2003, p. 1)
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Mathematics Knowledge for Mathematics Knowledge for Teaching Teaching Shulman (1986) introduced “pedagogical content knowledge” A conceived complementary relationship between the pedagogical knowledge and the content knowledge of the subject area Specific measures were not yet in place in mathematics education (Hill, Schilling, & Ball, 2004) Set out to map out what elementary teachers knew
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Mathematics Knowledge for Mathematics Knowledge for Teaching Teaching Hill, Schilling, and Ball (2004) found through their multiple-choice assessment that teachers’
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This note was uploaded on 11/11/2011 for the course MATH 112 taught by Professor Jarvis during the Winter '08 term at BYU.

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Mohr Assessment of MKT - As s e s s me nt o f Pre s e rvic...

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