Deepening pre-service secondary teachers’ mathematical content knowledge through engaging with peers’ mathematical contributions
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Date
2016
Authors
Pournara
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Depth and rigour in mathematical knowledge for pre-service
secondary school mathematics teachers may be found in particular
experiences of learning and doing school-level mathematics.
Drawing on two cases from a course on financial mathematics for
secondary school teachers, I illustrate opportunities for exploring
compound and exponential growth. I show that when some students
unexpectedly produced a quadratic model for an exponential
relationship, opportunities are opened up to study the usefulness
of the quadratic function as a model of the given situation. Further
opportunities are also opened up to explore the relationship
between the quadratic and exponential functions, which in turn
require students to draw on advanced mathematics. I also argue
that the use of the compound growth formula in a situation where
it is not typically used provides opportunity to deepen knowledge
of the essential features of the formula. Finally, I reflect on how
suitable opportunities for engaging with peers’ mathematical
contributions might be included in a pre-service programme for
secondary school mathematics teachers.
Description
Keywords
Maths-for-teaching, Teacher knowledge, Pre-service teacher education, Compound growth, Depth
Citation
Pournara, . (2016). Deepening pre-service secondary teachers' mathematical content knowledge through engaging with peers' mathematical contributions. Perspectives in Education, 34(1), 135-149.