Ways of Assessing Teachers’ Arithmetic Knowledge for Teaching
Simon Mochon, Center for Research and Advanced Studies, IPN, Mexico
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Mathematical Knowledge for Teaching refers to a mixture of content and pedagogical understanding of teachers with an emphasis on the mathematical aspects. Our previous research on the use of technologies suggested that one important requirement for an effective use of technological tools is that the teacher possesses an adequate Mathematical Knowledge for Teaching. A research project was then designed with the objective of creating an effective program to improve this intermixed knowledge in elementary schools. To this end, we implemented teachers’ workshops to reveal and improve their knowledge (our first concern was some basic arithmetic topics). However, the assessment of their progress was also important. This article will show results of the different ways (classroom observations, open questionnaire, close questionnaire and interviews) we used to observe teacher’s knowledge in arithmetic and the advantages and weaknesses of each one of them.
Mochon, S. (2009). Ways of Assessing Teachers’ Arithmetic Knowledge for Teaching. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4113-4120). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).