Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions

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dc.contributor.author Marshall, Scott A.
dc.date.accessioned 2016-07-29T18:38:13Z
dc.date.available 2016-07-29T18:38:13Z
dc.date.issued 2016-08-01 en_US
dc.identifier.uri http://hdl.handle.net/2097/32846
dc.description.abstract This study examined pedagogical content knowledge (PCK) and Mathematics knowledge for teaching (MKT) from a perspective that blends existing definitions, questions, and methodologies into a unique method of collecting and analyzing data. Many studies on MKT have been done using qualitative methodology, usually with the researcher interviewing or testing individual teachers and analyzing that data using qualitative methods. A smaller number of studies have attempted to measure MKT using a quantitative approach, often times involving paper pencil tests with multiple choice and some open ended questions. Current research is also heavily weighted towards pre-service elementary teachers in the area of MKT for division by fractions (Depaepe et al, 2013). Although it may be true many pre-service elementary teachers have difficulties with division by fractions (Li & Kulm, 2008; Ma, 1999; Tirosh, 2000), we do not know if these problems persist for in-service elementary teachers or with secondary teachers at any stage. This study used a survey created by the researcher as a synthesis of existing questions from research on MKT with regards to division by fractions. This survey was delivered through an online format. The qualitative data in this research was then coded into quantitative data using a rubric developed by the researcher producing MKT scores that could be analyzed using statistical methods and generalized to a larger population. This study examined the Mathematical Knowledge for Teaching held by elementary, middle, and secondary in-service teachers in the domain of division by fractions. In particular this research asked if there was a relationship between the educational background, training, and experience of teachers and their MKT. Multiple analysis including independent t-tests, independent one-way ANOVAs, and Multiple regression analyses revealed that Middle school teachers and teaching at a middle school were significant predictors of increased MKT scores when compared with other groups of teachers. The type of teaching license, the type of degree held, total experience, and grade level experience were all found to have no significant relationship to MKT scores. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Pedagogical content knowledge en_US
dc.subject Mathematics education en_US
dc.subject Online survey en_US
dc.subject Division by fractions en_US
dc.subject Mathematics knowledge for teaching en_US
dc.title Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Philosophy en_US
dc.description.level Doctoral en_US
dc.description.department Curriculum and Instruction Programs en_US
dc.description.advisor David S. Allen en_US
dc.date.published 2016 en_US
dc.date.graduationmonth August en_US


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