Kumpulan 6

Disediakan oleh:
Augustine a/k Singga Muhammad Najmi bin Tajudin Nurul Hani binti Mohd Azizi Nur Hayati binti Hamdin

Knowing Mathematics for Teaching part II

Who knows Mathematics Well Enough To Teach Third Grade,and How Can We Decide?

By Deborah Loewenberg Ball, Heather C. Hill, and Hyman Bass

Measuring Mathematical Knowledge for Teaching

Only developing grounded theory about the elements and definition of mathematical knowledge for teaching is not enough. So, we need to demonstrate that improving this knowledge also enhances student achievement.

Measuring Mathematical Knowledge for Teaching

Two main questions: Is there a body of mathematical knowledge for teaching that is specialized for the work that teachers do? Does it have a demonstrable effect on student achievement?

Construct Assessment
1. Set out a domain map / a description of topics and knowledge to be measured. Number & operations (dominate school curriculum and vital to students learning) Patterns, functions, and algebra (a newer strand of the K-6 curriculum) Geometry (middle school content)

2. Invited a range of experts to write assessment items mathematics educators, mathematicians, professional developers, project staff and classroom teachers. Asked a questions related to the situations that they face in their daily work. Written in multiple-choice (easy for scoring and scaling) Strove to produce items that were ideologically neutral (e.g. reject the answer that might indicate an orientation to traditional or reform teaching.

Result: Common knowledge of mathematics that any welleducated adult should have. Mathematical knowledge that is specialized to the work of teaching and that only teachers need know.

Common knowledge
Developed questions that, while set in teaching scenarios, still require only the understanding held by most adult.

Specialized knowledge
Designed items that ask teachers to show or represent numbers or operations using pictures or manipulatives, and to provide explanations for common mathematical rules. e.g. why any number is divisible by 4 if the number formed by the last two digits is divisible by 4

Is There Knowledge Of Mathematics For Teaching? What Do Our Studies Show?

To test the relationship between their knowledge for teaching mathematics and the size of their students gain on the Terra Nova. Collected student scores on Terra Nova (a reliable and valid standardized test) Calculated a gain score points they gained over the course of a year. Collected information on students socioeconomic status predicting the size of the student gain scores. Survey items

Results:
From analysis of 700 first and third-grade teachers & almost 3, 000 students: Teachers performance on our knowledge for teaching questions - including both common and specialized content knowledge significantly predicted the size of student gain scores.

Suggestions

Make sure that every student has a teacher who comes to the classroom equipped with the mathematical knowledge needed for teaching.

Is teachers mathematical knowledge distributed evenly across our sample of students and schools, regardless of student race and SES? Or, are minority and higher-poverty students taught by teachers with less of this knowledge???

 Mild relationship SES knowledge.

teachers mathematical

Most likely poor student having less mathematical knowledge teacher.

Strong relationship Race teachers mathematical knowledge. Higher knowledge teacher : Non-minority student. Less knowledge teacher : Minority student.

 This result also similar to another research (Hill and Lubienksi,in press; Loeb and Reininger,2004). In the research, they suggest that a portion of the achievement gap on the National Assessments of Educational Progress and other standardized assessments might result from teachers with less mathematical knowledge teaching more disadvantaged students.

 They also claimed that, one strategy toward narrowing this gap is by enhance the teachers mathematical knowledge among the teachers working in the disadvantaged schools.

Conclusion
SETUJU Pengajaran matematik sekolah rendah memerlukan guru yang pakar dalam ilmu Matematik untuk mengajar. Guru pakar tersebut dapat membantu pelajar menguasai konsep matematik dengan lebih mendalam. Selain itu, guru pakar tersebut dapat menganalisis dan memahami pelbagai kaedah yang murid gunakan dalam menjawab soalan walaupun bukannya algoritma standard jika dibandingkan dengan guru biasa.