An analysis of pre-service teachers’ understanding of the knowledge needed for teaching mathematics: The case of Malawi

Referencias

Adu-Gyamfi, K., & Bossé, M. J. (2014). Processes and reasoning in representations of linear functions. International Journal of Science and Mathematics Education, 12(1), 167–192. Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136–151. Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. In K. R. Harris & S. Graham (Eds.), What works for special-needs learners (pp. 1–21). New York, NY: The Guilford Press. Ball, D. L., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57−71). Washington, DC: American Psychological Association. Chapman, O. (2013). Investigating teachers’ knowledge for teaching mathematics. Journal of Mathematics Teacher Education, 16, 237–243. Chapman, O. (2015). Understanding and supporting mathematics teachers’ knowledge for teaching. Journal of Mathematics Teacher Education, 18, 101–103. Chinnapan, M., White, B., & Trenholm, S. (2018). Symbiosis between subject matter and pedagogical knowledge in geometry. In P. Herbst, U. Cheah, P. Richard, & K. Jones (Eds.), International perspectives on the teaching and learning of geometry in secondary schools. ICME – 13 Monographs (pp. 145–161). Cham, Switzerland: Springer. Clandinin, D. J. (2006). Narrative and story in teacher education. In T. Russell & H. Munby (Eds.), Teacher and teaching from classroom to reflection (pp. 124–137). Bristol: Farmer. Ding, M. (2016). Developing pre-service teachers’ specialized content knowledge: The case of associative property. International Journal of STEM Education, 3(9), 1–19. Ferguson, L. E., & Brownlee, J. L. (2018). An investigation of pre-service teachers’ beliefs about the certainty of teaching knowledge. Australian Journal of Teacher Education, 43(1), 94–111. Gravett, S., & Ramsaroop, S. (2015). Bridging theory and practice in teacher education: Teaching schools – a bridge too far? Perspective in Education, 33(1), 131–146. Greeno, J. G., & Hall, R. P. (1997). Practicing representation: Learning with and about representational forms. Phi Delta Kappan, 78(5), 361–367. Hebert, E., Landin, D., & Solmon, M. (2000). The impact of task progressions on students’ practice quality and task-related thoughts. Journal of Teaching in Physical Education, 19(3), 338–354. Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, 372–400. Hudson, P., & Miller, S. P. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Boston, MA: Allyn and Bacon. Jacinto, E. L. (2020). The development of pre-service teachers’ understanding of the knowledge necessary to teach mathematics: A case study in Malawi. PhD Thesis. University of Stavanger, Norway. http://ebooks.uis.no/index.php/USPS/catalog/book/66 Jacinto, E. L., & Jakobsen, A. (2020). Mathematical Knowledge for Teaching: How do Primary Pre-service Teachers in Malawi Understand it? African Journal of Research in Mathematics, Science, and Technology Education, 24(1), 31–40. Jakobsen, A., Kazima, M., & Kasoka, D. N. (2018). Assessing prospective teachers’ development of MKT through their teacher education: A Malawian case. In E. Norén, H. Palmér, & A. Cooke (Eds.), Papers of NORMA 17, The Eighth Nordic Conference on Mathematics Education, Stockholm, May 30–June 2, 2017 (pp. 219–227). Göteborg, Sweden: Swedish Society for Research in Mathematics Education. Jakobsen, A., Thames, M. H., Ribeiro, C. M., & Delaney, S. (2012). Using practice to define and distinguish Horizon Content Knowledge. In International Congress in Mathematics Education (Ed.), Preproceedings of the 12th International Congress in Mathematics Education (pp. 4635–4644). Seoul, Korea: International Congress in Mathematics Education. Jankvist, U. T., Clark, K. M. & Mosvold, R. (2020). Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator training. Journal of Mathematics Teacher Education, 23, 311–332. Jenkins, J., & Haefner, J. (2011). Task progression in early field-teaching experiences. Journal of Physical Education, Recreation & Dance, 82(1), 45–48. Jenkins, J., & Veal, M.L. (2002). Preservice teachers’ PCK development during peer coaching. Journal of Teaching in Physical Education, 22(1), 49–68. Kasoka, D., Jakobsen, A., & Kazima, M. (2017). Reliability of the adapted mathematical knowledge for teaching number concepts and operations measures. Proceedings of the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development (ETC3, October 5 to 7, 2016) (pp. 147−158). Berlin, Germany: European Society for Research in Mathematics Education. Korthagen, F. A. J. (2010). The relationship between theory and practice in teacher education. In E. Baker, B. McGaw, & P. Peterson (Eds.), International Encyclopaedia of Education, (Vol. 7, pp. 669−675). Oxford, UK: Elsevier. Kroll, L. R. (2004). Constructing constructivism: How student‐teachers construct ideas of development, knowledge, learning, and teaching. Teachers and Teaching, 10(2), 199–221. Krueger, R. A. (1998). Analyzing & reporting focus group results. Thousand Oaks, CA: SAGE Publications. Kwenda, C., Adendorff, S., & Mosito, C. (2017). Students-teachers’ understanding of the role of theory and practice. Journal of Education, 69, 139–160 Lee, H.S., Coomes, J., & Yim, J. (2019). Teachers’ conceptions of prior knowledge and the potential of a task in teaching practice. Journal of Mathematics Teacher Education, 22, 129–151. Malawian Institute of Education. (2010). Initial primary teacher education programme handbook. Domasi, Malawi: Malawian Institute of Education. Malawian Institute of Education. (2017). Syllabus for initial primary teacher education: Mathematics Ministry of Education, Science and Technology. Domasi, Zomba: Malawi Institute of Education. Mosvold, R., & Fauskanger, J. (2013). Teachers’ beliefs about mathematical knowledge for teaching definitions. International Electronic Journal of Mathematics Education, 8(2−3), 43–61. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. American Educational Research Association, 15(2), 4–14. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. Stake, R. E. (2006). Multiple case study analysis. New York, NY: Guilford. Tillema, H. H. (1998). Stability and change in student teachers’ beliefs about teaching. Teachers and Teaching, 4(2), 217–228. UNESCO (United Nations Educational, Scientific and Cultural Organization). (2014). UNESCO Education strategy 2014−2020. Paris, France: UNESCO. Retrieved March 25, 2020, from https://unesdoc.unesco.org/ark:/48223/pf0000231288 UNESCO (United Nations Educational, Scientific and Cultural Organization). (2016). Incheon declaration and Framework for action for the implementation of Sustainable Development Goal 4: Towards inclusive and equitable quality education and lifelong learning opportunities for all. Education 2030. Paris, France: UNESCO. Retrieved April 04, 2020, from https://unesdoc.unesco.org/ark:/48223/pf0000245656 UNESCO (United Nations Educational, Scientific and Cultural Organization). (2019). 2018/19 Education budget brief: Towards improved education for all in Malawi. Retrieved April 02, 2020, from https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-Malawi-2018-Education-Budget-Brief.pdf Vygotsky, L. (1978). Mind in society (First published as a collection of earlier articles in 1933–35, in Russian). Cambridge, MA, and London, UK: Harvard University Press. Wamba, N., & Mgomezulu, V. (2014). The crisis in public education in Malawi. International Journal of Advanced Research, 2(4), 323–331. Zuya, H, E., Kwalat, S. K., & Attah, B. G. (2016). Pre-service teachers’ mathematics self-efficacy and mathematics teaching self-efficacy. Journal of Education and Practice, 7(14), 93–98.