{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/70062"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/70062","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"PCK development of beginning secondary mathematics teachers","abstract":"In this study I examined the development of pedagogical content knowledge of three beginning secondary mathematics teachers. My analysis included the development of the teachers' knowledge of curriculum and their knowledge of student understanding during their first two years of teaching. The participants began the study with little or no experience or education regarding the teaching of mathematics. During the first year of the study, all three participants were enrolled in graduate level mathematics methods courses and were under the guidance of a mentor teacher. Using existing research, I analyzed pre and post interviews as well as 12 interviews conducted during 4 observation cycles. Beyond participant interviews, I analyzed interviews with the mentor teachers and researcher notes regarding their observation of the participants' PCK. Analysis revealed that participants demonstrated little knowledge of curriculum at the beginning of the study. Throughout the study, their knowledge of the curriculum developed differently as they approached teaching in different ways (seen through their goals for instruction) and engaged with their curriculum materials differently. Two of the participants developed detailed knowledge of their students' understanding, which they gained through use of their standards-based curriculum materials and their use of assessment, while the third participant was only able to speak to student understanding at the whole-class level.","abstract_html":"In this study I examined the development of pedagogical content knowledge of three beginning secondary mathematics teachers. My analysis included the development of the teachers' knowledge of curriculum and their knowledge of student understanding during their first two years of teaching. The participants began the study with little or no experience or education regarding the teaching of mathematics. During the first year of the study, all three participants were enrolled in graduate level mathematics methods courses and were under the guidance of a mentor teacher. Using existing research, I analyzed pre and post interviews as well as 12 interviews conducted during 4 observation cycles. Beyond participant interviews, I analyzed interviews with the mentor teachers and researcher notes regarding their observation of the participants' PCK. Analysis revealed that participants demonstrated little knowledge of curriculum at the beginning of the study. Throughout the study, their knowledge of the curriculum developed differently as they approached teaching in different ways (seen through their goals for instruction) and engaged with their curriculum materials differently. Two of the participants developed detailed knowledge of their students' understanding, which they gained through use of their standards-based curriculum materials and their use of assessment, while the third participant was only able to speak to student understanding at the whole-class level.","abstract_has_math":false,"creators":["Bruton, Rebecca"],"institution":"University of Missouri--Columbia","degree_name":"Ph. 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My analysis included the development of the teachers' knowledge of curriculum and their knowledge of student understanding during their first two years of teaching. The participants began the study with little or no experience or education regarding the teaching of mathematics. During the first year of the study, all three participants were enrolled in graduate level mathematics methods courses and were under the guidance of a mentor teacher. Using existing research, I analyzed pre and post interviews as well as 12 interviews conducted during 4 observation cycles. Beyond participant interviews, I analyzed interviews with the mentor teachers and researcher notes regarding their observation of the participants' PCK. Analysis revealed that participants demonstrated little knowledge of curriculum at the beginning of the study. Throughout the study, their knowledge of the curriculum developed differently as they approached teaching in different ways (seen through their goals for instruction) and engaged with their curriculum materials differently. Two of the participants developed detailed knowledge of their students' understanding, which they gained through use of their standards-based curriculum materials and their use of assessment, while the third participant was only able to speak to student understanding at the whole-class level."]},{"key":"dc:title","label":"Title","values":["PCK development of beginning secondary mathematics teachers"]}]}],"canonical_facts":{"dc:contributor.advisor":["Lannin, John K."],"dc:creator":["Bruton, Rebecca"],"dc:date.accessioned":["2019-10-15T17:11:37Z"],"dc:date.available":["2019-10-15T17:11:37Z"],"dc:date.issued":["2019"],"dc:description.abstract":["In this study I examined the development of pedagogical content knowledge of three beginning secondary mathematics teachers. My analysis included the development of the teachers' knowledge of curriculum and their knowledge of student understanding during their first two years of teaching. The participants began the study with little or no experience or education regarding the teaching of mathematics. During the first year of the study, all three participants were enrolled in graduate level mathematics methods courses and were under the guidance of a mentor teacher. Using existing research, I analyzed pre and post interviews as well as 12 interviews conducted during 4 observation cycles. Beyond participant interviews, I analyzed interviews with the mentor teachers and researcher notes regarding their observation of the participants' PCK. Analysis revealed that participants demonstrated little knowledge of curriculum at the beginning of the study. Throughout the study, their knowledge of the curriculum developed differently as they approached teaching in different ways (seen through their goals for instruction) and engaged with their curriculum materials differently. Two of the participants developed detailed knowledge of their students' understanding, which they gained through use of their standards-based curriculum materials and their use of assessment, while the third participant was only able to speak to student understanding at the whole-class level."],"dc:identifier.doi":["https://doi.org/10.32469/10355/70062"],"dc:identifier.uri":["https://hdl.handle.net/10355/70062"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:rights":["OpenAccess."],"dc:title":["PCK development of beginning secondary mathematics teachers"],"dc:type":["Thesis"],"thesis:degree_discipline":["Learning, teaching and curriculum (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph. 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