Mathematics teacher’s specialised knowledge of prospective primary teachers: An explorative study

Referencias

Anderson, W. F. (1971). Arithmetic in Maya numerals. American Antiquity, 36(1), 54-63. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of teacher education, 59(5), 389-407. Baroody, A. (1990). How and when should place-value skills be taught? Journal for Research in Mathematics Education, 21(4), 281-286. Brousseau, G. (1997). Theory of didactical situations in mathematics. Dortrecht, The Netherlands: Kluwer Academic. Carrillo-Yáñez, J., Climent, N., Montes, M., Contreras, L. C., Flores-Medrano, E., Escudero-Ávila, D., ... & Ribeiro, M. (2018). The mathematics teacher’s specialised knowledge (MTSK) model. Research in Mathematics Education, 20(3), 236-253. De Castro, C., Castro, E., & Segovia, I. (2004). Errores en el ajuste del valor posicional en tareas de estimación: estudio con maestros en formación. In E. Castro & E. De la Torre (Eds.), Investigación en Educación Matemática VIII (pp. 183-194). A Coruña, Spain: SEIEM. Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12-25. Di Martino, P., Coppola, C., Mollo, M., Pacelli, T., & Sabena, C. (2013). Pre-service primary teachers’ emotions: The math-redemption phenomenon. In A. M. Lindmaier & H. Witney (Eds.), Proceedings of PME37 (Vol. 2, pp. 225-232). Kiel, Germany: PME. Dutton, W. H. (1951). Attitudes of prospective teachers toward arithmetic. The Elementary School Journal, 52(2), 84-90. Ferretti, F., & Maffia, A. (2019). The pedagogical content knowledge of pre-service mathematics teachers. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the PME43 (Vol. 4, p. 33). Pretoria, South Africa: PME. Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 225-256). Reston, VA: NCTM. Furinghetti, F. (2007). Teacher education through the history of mathematics. Educational Studies in Mathematics, 66(2), 131-143. Gardner, H. (1999). The disciplined mind. New York, NY: Simon & Schuster. Lara-Alecio, R., Irby, B. J., & Morales-Aldana, L. (1998). A mathematics lesson from the Mayan civilization. Teaching Children Mathematics, 5, 154-159. Leder, G. C., & Forgasz, H. J. (2006). Affect and mathematics education: PME perspectives. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education (pp. 403-427). Rotterdam, The Netherlands: Sense. Ministero dell’Istruzione, Università e Ricerca (MIUR) (2012). Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione. Rome, Italy: Author. Morley, S. G. (1915). An introduction to the study of the Maya hieroglyphs. Bureau of American Ethnology, 57, 1-276. Montes, M. A., Contreras, L. C., Liñán, M. M., Muñoz-Catalán, M. C., Climent, N., & Carrillo, J. (2015). The arithmetic knowledge of prospective teachers. Strengths and weaknesses. Revista de Educación, 367, 36-62. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author Okigbo, E. C., & Osuafor, A. M. (2008). Effect of using mathematics laboratory in teaching mathematics on the achievement of mathematics students. Educational Research and Reviews, 3(8), 257-261. Patton, M. (2002). Qualitative research and evaluation methods. London, United Kingdom: Sage. Phillips, R. B. (1973). Teacher attitude as related to student attitude and achievement in elementary school mathematics. School Science and Mathematics, 73(6), 501-507. Philippou, G. N., & Christou, C. (1998). The effects of a preparatory mathematics program in changing prospective teachers’ attitudes towards mathematics. Educational Studies in Mathematics, 35(2), 189-206. Raymond, A. M., & Santos, V. (1995). Preservice elementary teachers and self-reflection: How innovation in mathematics teacher preparation challenges mathematics beliefs. Journal of Teacher Education, 46(1), 58-70. Robert, A., & Robinet, J. (1996). Prise en compte du méta en didactique des mathématiques. Recherches en Didactique des Mathématiques, 16 (2), 145-176. Salyers, G. D. (1954). The number system of the Mayas. Mathematics Magazine, 28(1), 44-48. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22. Smith, F. (1964). Prospective teachers’ attitudes toward arithmetic. The Arithmetic Teacher, 11(7), 474-477. Swars, S. L., Smith, S. Z., Smith, M. E., & Hart, L. C. (2009). A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs. Journal of Mathematics Teacher Education, 12(1), 47-66. Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99-110.