The design and benefits of a teaching Seminar for pre-service secondary mathematics teachers

Angela M. Hodge

doi:10.1080/10511970903008949

The design and benefits of a teaching Seminar for pre-service secondary mathematics teachers

Angela M. Hodge

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

Abstract

Researchers and mathematics educators are trying to understand which learning experiences will help pre-service secondary mathematics teachers (PSMTs) be successful in the classroom. The purpose of this article is to contribute to the understanding of educational experiences that will lead to PSMTs, learning practices for teaching secondary mathematics by discussing a course that integrates mathematics and pedagogy. A cohort of PSMTs (n = 11) were enrolled in a Teaching Algebra Seminar that allowed them to teach a section of a College Algebra course and reflect upon their practices with peers and the mathematics professor. It was found that the PSMTs began to focus on the mathematics more in the latter portion of the semester, rather than focusing on merely pedagogical issues. The aspects of the Teaching Algebra Seminar that promoted these changes inform the design of mathematics teacher education programs and courses.

Original language	English (US)
Pages (from-to)	263-273
Number of pages	11
Journal	PRIMUS
Volume	21
Issue number	3
DOIs	https://doi.org/10.1080/10511970903008949
State	Published - Apr 2011
Externally published	Yes

Keywords

Field experiences
Pedagogical content knowledge
Pre-service
Secondary mathematics
Teaching

ASJC Scopus subject areas

General Mathematics
Education

Access to Document

10.1080/10511970903008949

Cite this

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The design and benefits of a teaching Seminar for pre-service secondary mathematics teachers

Abstract

Keywords

ASJC Scopus subject areas

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