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The Influence of Instruction in Base 8 on Prospective Teachers' Mathematical Knowledge for Teaching

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Date Issued:
2016
Abstract/Description:
The focus of this research project was to extend existing research literature by providing insight to how prospective teachers with differing levels of mathematical knowledge developed their conceptual understanding of whole number concepts and operations. Prospective teachers of interest were enrolled in an Elementary School Mathematics Course for Teachers (in the College of Education) with a whole number concepts and operations unit set entirely in base 8. In this mixed-mode study, participants were given the MKT, a measure designed to measure teacher mathematical knowledge for teaching, before and after taking the base 8 unit. The researcher focused on two specific constructs: Common Content Knowledge (CCK) and Specialized Content Knowledge (SCK). The qualitative portion of the study involved carefully constructed student interviews which allowed the researcher to deeply explore how prospective teacher conceptual understanding changed as a result of taking the unit in base 8. Four participants with varying levels of knowledge were selected to be interviewed based upon initial scores on the MKT: 1) low CCK and low SCK, 2) low CCK and high SCK, 3) high CCK and low SCK, 4) high CCK and high SCK. Results of the interviews were used to help explain results from the MKT. Quantitative and qualitative results showed that participants did not significantly increase their CCK, but did experience an increase in their conceptual understanding (SCK) as a result of taking the unit in base 8. Most prospective teachers entering the Elementary School Mathematics Course already had high procedural knowledge of the algorithms associated with elementary mathematics, which could account for the non-significant increase in CCK. Prospective teachers all showed deeper conceptual understanding of whole number concepts and operations at varying levels by the end of the base 8 unit. Prospective teachers showed their increased understanding by way of explanations, justifications, and alternate solution strategies.
Title: The Influence of Instruction in Base 8 on Prospective Teachers' Mathematical Knowledge for Teaching.
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Name(s): Harshman, Katie, Author
Haciomeroglu, Erhan, Committee Chair
Andreasen, Janet, Committee Member
Witta, Eleanor, Committee Member
Safi, Farshid, Committee Member
Lewis, Nancy, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The focus of this research project was to extend existing research literature by providing insight to how prospective teachers with differing levels of mathematical knowledge developed their conceptual understanding of whole number concepts and operations. Prospective teachers of interest were enrolled in an Elementary School Mathematics Course for Teachers (in the College of Education) with a whole number concepts and operations unit set entirely in base 8. In this mixed-mode study, participants were given the MKT, a measure designed to measure teacher mathematical knowledge for teaching, before and after taking the base 8 unit. The researcher focused on two specific constructs: Common Content Knowledge (CCK) and Specialized Content Knowledge (SCK). The qualitative portion of the study involved carefully constructed student interviews which allowed the researcher to deeply explore how prospective teacher conceptual understanding changed as a result of taking the unit in base 8. Four participants with varying levels of knowledge were selected to be interviewed based upon initial scores on the MKT: 1) low CCK and low SCK, 2) low CCK and high SCK, 3) high CCK and low SCK, 4) high CCK and high SCK. Results of the interviews were used to help explain results from the MKT. Quantitative and qualitative results showed that participants did not significantly increase their CCK, but did experience an increase in their conceptual understanding (SCK) as a result of taking the unit in base 8. Most prospective teachers entering the Elementary School Mathematics Course already had high procedural knowledge of the algorithms associated with elementary mathematics, which could account for the non-significant increase in CCK. Prospective teachers all showed deeper conceptual understanding of whole number concepts and operations at varying levels by the end of the base 8 unit. Prospective teachers showed their increased understanding by way of explanations, justifications, and alternate solution strategies.
Identifier: CFE0006321 (IID), ucf:51552 (fedora)
Note(s): 2016-08-01
Ph.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): alternate base -- base 8 -- prospective teachers -- pre-service teachers -- conceptual -- place value -- whole number operations
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006321
Restrictions on Access: public 2016-08-15
Host Institution: UCF

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