Building a Case-Based Curriculum to Enhance the Pedagogical Content Knowledge of Mathematics Teachers

Came Barnett

97 citations0/0 files storedJournal of Teacher Education

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Mathematics Education and Teaching Techniques Science Education and Pedagogy Teacher Education and Leadership Studies

Abstract

Little attention has been given to research on cases in specific disciplines or on the development of an integrated case-based curriculum. In this article, I discuss how the cognitive flexibility and knowledge transfer theory proposed by Rand Spiro and his colleagues frames the design of a case-based curriculum for use in mathematics teacher education. The paper includes a sample mathematics teaching case and presents an analysis of four discussions based on that case. In the analysis, the dominant themes of those case discussions are identified and a framework for selecting and sequencing cases for an integrated curriculum is discussed. The analysis also shows the potential of subject-specific cases for enhancing mathematics teachers' pedagogical thinking and reasoning.

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References

1986Those Who Understand: Knowledge Growth in Teaching 2024The reflective practitioner 1985Expertise in mathematics instruction: Subject matter knowledge.1987Knowledge acquisition for application : cognitive flexibility and transfer in complex content domains 1989Multiple analogies for complex concepts: antidotes for analogy-induced misconception in advanced knowledge acquisition 1990Case Methods in the Education of Teachers.

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1997What Do Students Know? Facing Challenges of Distance, Context, and Desire in Trying to Hear Children 1997What case discussions reveal about teacher thinking 2008Tools and Processes in Mathematics Teacher Education 2002Understanding Pre-Service Teachers' Emerging Practices Through Their Analyses of a Multimedia Case Study of Practice 2005Hearing Students: The Complexity of Understanding What they are Saying, Showing, and Doing 2015Teacher knowledge and understanding of students’ mathematical learning and thinking 2001An Approach for Supporting Teachers’ Learning in Social Context

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