Teaching Science and Mathematics: Preservice Teachers' Perceptions of Knowledge Needs

• Published in: Journal of college science teaching Vol. 43; no. 3; pp. 30 - 35
• Main Authors: Fuentes, Sarah Quebec, Bloom, Mark Andrew, Peace, Heather
• Format: Journal Article
• Language: English
• Published: Abingdon National Science Teachers Association 01.01.2014; Taylor & Francis Ltd
• Subjects: College instruction; Elementary school teachers; Grade levels; Knowledge; Mathematical knowledge; Mathematical procedures; Mathematics; Mathematics education; Mathematics Instruction; Mathematics teachers; Preservice Teachers; Science education; Science Instruction; Science teachers; Student teachers; Teacher Characteristics
• ISSN: 0047-231X; 1943-4898
• DOI: 10.2505/4/jcst14_043_03_30

Preservice teachers must understand the importance of both factual/procedural fluency and conceptual understanding as critical and complementary components to teaching science and mathematics. This article describes an activity, entitled preservice elementary teachers science and mathematics activity (PETSMA), designed to expose preservice elementary teachers to the multiple domains of teacher knowledge for science and mathematics instruction. In particular, the PETSMA consists of pairs of parallel questions (one factual/ procedural and one conceptual) in each subject area for each grade level, K through 6. However, the PETSMA is not intended as a measure of preservice teachers' content knowledge. Instead, the implementation of the PETSMA in conjunction with a follow-up, whole-class discussion enables instructors to formatively assess the preservice teachers' perspectives about the knowledge required for teaching science and mathematics and to tailor subsequent instruction accordingly. Summaries of responses and excerpts from the follow-up discussion with a cohort of preservice teachers are shared. In addition, recommendations for use of the PETSMA are made. [PUBLICATION ABSTRACT]