The Development of Prospective Middle Level Teachers’ Mathematical Knowledge in a Multi-site Educational Setting

David Slavit; Allison Therese deVincenzi

doi:10.29333/iejme/9131

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David Slavit ¹ ^* , Allison Therese deVincenzi ¹

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¹ Washington State University Vancouver, USA^* Corresponding Author

Abstract

This case study explores the degree to which mathematical knowledge for teaching can be developed by prospective teachers in a multi-site teacher education context. The majority of the article focuses on a description of the target middle level mathematics endorsement program, including distance-based instructional norms, community building efforts, and tasks and activities intended to support the generation of mathematical knowledge for teaching. All preservice teachers enrolled in the program were invited to participate in the study. Means on Likert-scale survey items were calculated at three points in time over one year to determine changes. Open-ended survey items and focus group interviews were analyzed qualitatively to supplement the quantitative findings. These data support the result that middle level preservice teachers’ mathematical knowledge for teaching can be positively impacted by a middle level mathematics teacher education program. Two broader implications are provided: 1) teacher education experiences can have positive impact on prospective teachers’ development, and 2) this development is possible in a multi-site teacher education setting. Possible implications on international teacher education efforts are provided.

Keywords

teacher education
middle level mathematics
multi-site education
distance education
mathematical knowledge for teaching

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2020, Volume 15, Issue 3, Article No: em0612

https://doi.org/10.29333/iejme/9131

Publication date: 04 Nov 2020

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How to cite this article

APA

Slavit, D., & deVincenzi, A. T. (2020). The Development of Prospective Middle Level Teachers’ Mathematical Knowledge in a Multi-site Educational Setting. International Electronic Journal of Mathematics Education, 15(3), em0612. https://doi.org/10.29333/iejme/9131

Vancouver

Slavit D, deVincenzi AT. The Development of Prospective Middle Level Teachers’ Mathematical Knowledge in a Multi-site Educational Setting. INT ELECT J MATH ED. 2020;15(3):em0612. https://doi.org/10.29333/iejme/9131

AMA

Slavit D, deVincenzi AT. The Development of Prospective Middle Level Teachers’ Mathematical Knowledge in a Multi-site Educational Setting. INT ELECT J MATH ED. 2020;15(3), em0612. https://doi.org/10.29333/iejme/9131

Chicago

Slavit, David, and Allison Therese deVincenzi. "The Development of Prospective Middle Level Teachers’ Mathematical Knowledge in a Multi-site Educational Setting". International Electronic Journal of Mathematics Education 2020 15 no. 3 (2020): em0612. https://doi.org/10.29333/iejme/9131

Harvard

Slavit, D., and deVincenzi, A. T. (2020). The Development of Prospective Middle Level Teachers’ Mathematical Knowledge in a Multi-site Educational Setting. International Electronic Journal of Mathematics Education, 15(3), em0612. https://doi.org/10.29333/iejme/9131

MLA

Slavit, David et al. "The Development of Prospective Middle Level Teachers’ Mathematical Knowledge in a Multi-site Educational Setting". International Electronic Journal of Mathematics Education, vol. 15, no. 3, 2020, em0612. https://doi.org/10.29333/iejme/9131