Assessing Pre-Service Secondary School Teachers’ Mathematical Knowledge for Teaching Algebra. Sharon Senk Joan Ferrini-Mundy Michigan State University January 12, 2006. BACKGROUND Mathematical Knowledge for Teaching. Mathematical Education of Teachers RAND Mathematics Study Panel Shulman
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Assessing Pre-Service Secondary School Teachers’ Mathematical Knowledge for Teaching Algebra
Michigan State University
January 12, 2006
Develop theoretical constructs, items, test forms
Do data support theoretical framework?
How does knowledge for teaching algebra vary among pre-service and in-service teachers across the U.S.?
algebra in middle and high school
related college math, e.g. calculus, abstract algebra
knowledge of typical errors, canonical uses of school math, curriculum trajectories, etc.
Calvin College (MI)
Cal. State Univ. - Fullerton
George Mason University
Grand Valley State Univ.
Kennesaw State University
Michigan State University
Oregon State University
St. Xavier University
San Diego State University
Texas State University - San Marcos
University of Arizona
University of Delaware
Univ. of South Florida
Western Michigan Univ.
In-service teachers in CA,DE,IL, MI, OH
Which of the following situations can be modeled using an exponential function?
i. The height h of a ball t seconds after it is thrown into the air.
ii. The population P of a community after t years with an increase of n people annually.
iii. The value V of a car after t years if it depreciates d% per year.
A. i only
B. ii only
C. iii only
D. i and ii only
E. ii and iii only
For which of the following sets S is the following statement true?
For all a and b in S, if ab = 0, then either a = 0 or b = 0.
i. the set of real numbers
i. the set of complex numbers
iii. the set of integers mod 6
iv. the set of integers mod 5
v. the set of 2x2 matrices with real number entries
A. i onlyD. i, ii, iii and iv only
B. i and ii onlyE. i, ii, iii, iv, and v
C. i, ii and iv only
A student solved the equation
3(n - 7) = 4 - n
and obtained the solution n = 2.75.
What might the student have done wrong?
Validation Study (March - August, 2006)
Need at least 1600 participants
in-service secondary teachers
pre-service secondary teachers
math majors (juniors & seniors)
math graduate students