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    Pre-service teachers' mathematical content knowledge impacts their teaching in several ways: it determines the content they are able to teach, the examples they select, the structure of their lessons, and their ability to assess student learning. However, strong content knowledge alone does not necessarily lead to good teaching - pre-service teachers also need experience applying theoretical frameworks to practice. Their mathematical content knowledge can be developed further through improving their ICT skills, researching abilities, and learning from colleagues.

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    Pre-service teachers' mathematical content knowledge impacts their teaching in several ways: it determines the content they are able to teach, the examples they select, the structure of their lessons, and their ability to assess student learning. However, strong content knowledge alone does not necessarily lead to good teaching - pre-service teachers also need experience applying theoretical frameworks to practice. Their mathematical content knowledge can be developed further through improving their ICT skills, researching abilities, and learning from colleagues.

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    27 views2 pages

    Standard 3assessment 2

    Uploaded by

    api-518240809
    Pre-service teachers' mathematical content knowledge impacts their teaching in several ways: it determines the content they are able to teach, the examples they select, the structure of their lessons, and their ability to assess student learning. However, strong content knowledge alone does not necessarily lead to good teaching - pre-service teachers also need experience applying theoretical frameworks to practice. Their mathematical content knowledge can be developed further through improving their ICT skills, researching abilities, and learning from colleagues.

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    of 2

    Pre-service

    Mathematical
    teachers’ Content Knowledge
    s

    • What is Mathematical Content Knowledge?

    Common content knowledge refers to knowledge widely


    required in many mathematics required professions. It
    provides the basis for specialised content knowledge and Pre-service teachers’ mathematical content knowledge
    horizon knowledge. can impact teaching in the following ways.
    Specialised content knowledge means mathematical
    • The content they are capable of teaching
    principles which are the basis for mathematical facts,
    Teachers cannot teach what they do not understand.
    representations and procedures. Otherwise, they will have difficulties in explaining their
    Horizon knowledge represents the awareness that understanding to students.
    mathematical knowledge and experience is constructed
    • The examples they select to use
    under certain situations and contexts.
    Many teachers who do not have solid content knowledge
    are unable to connect mathematics to other areas in the
    However…… syllabus or real-life problems. Even though some of them
    have the awareness of using real-life examples, they
    Mathematical content knowledge does not mean might select incorrect examples due to their limited
    everything in teaching! understanding.
    Research has suggested that solid mathematical content
    • The structure of lessons
    knowledge unnecessarily leads to good lessons. Even
    Inadequate mathematical content knowledge can lead to
    some teachers on advanced mathematical levels still
    poorly designed lessons. Teachers may keep repeating
    show difficulties in the following ways:
    procedures without further explanation about principles.
     Selecting examples Such lessons easily cause heavy cognitive load for
     Organising an appropriate sequence for lessons students, which refers to overloaded short-term
    memories.
     Generating discussions in class
     Responding to students’ answers • The assessment of how students learn
    These aspects are not simply caused by the lack of Teachers who do not have correct or complete content
    content knowledge. It is important for pre-service knowledge will be unable to detect mistakes and
    misconceptions of students. They are also unable to
    teachers to apply the theoretical frameworks to practice,
    notice students’ learning needs.
    which requires them of more experience.

     What can assist pre-service teachers with their development of mathematical content knowledge?

    Teachers have to be a lifelong learner as the syllabus are developing all the time. Mathematical content
    knowledge helps teachers to efficiently design their lessons. However, the lack of mathematical content
    knowledge can be improved even after pre-service teachers start their career.

    ICT Researching skills Learning from colleagues

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