Acquisition of Prospective Teachers’ Mathematical Knowledge f ...

L10 5

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  • Title: Acquisition of Prospective Teachers’ Mathematical Knowledge for Balanced Teaching
  • Author(s): Azra Shakoor
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Learning: Annual Review
  • Keywords: Acquisition Modes, Mathematical Knowledge, Teaching Modes, Students’ Learning
  • Volume: 17
  • Issue: 5
  • Year: 2010
  • ISSN: 1447-9494 (Print)
  • ISSN: 1447-9540 (Online)
  • DOI: https://doi.org/10.18848/1447-9494/CGP/v17i05/47026
  • Citation: Shakoor, Azra. 2010. "Acquisition of Prospective Teachers’ Mathematical Knowledge for Balanced Teaching." The International Journal of Learning: Annual Review 17 (5): 107-124. doi:10.18848/1447-9494/CGP/v17i05/47026.
  • Extent: 18 pages

Abstract

The main purpose of this study is to asses the acquisition modes of prospective teachers’ mathematical knowledge and to introduce a premise of balance teaching. It further examines the correlation between acquisition modes of knowledge and acquired knowledge of prospective teachers. For this purpose data were collected from one hundred prospective elementary teachers of three campuses of University of Education in district Lahore. A mixed-method research design was used that includes: a questionnaire named Mathematics Teachers’ Knowledge Test (MTKT); classroom observations followed by interview schedules. The validity and reliability of the instruments was ensured through experts’ opinions and pilot testing on 30 prospective teachers of University College of Education for Women in District Lahore. Findings of the study revealed that mathematically literate teachers acquired 100% acquisition modes of knowledge and these acquisition modes of knowledge are highly correlated with the educational background of prospective teachers. It means that prospective teachers’ appropriate acquisition can produce educational balance, effectiveness and enhancement of the subject discipline.