Detalles Bibliográficos
| Title: |
Understanding Primary School Teachers' Mathematical Knowledge for Teaching. Research Report. RTI Press Publication No. RR0052-2409 |
| Idioma: |
English |
| Autores: |
Yasmin Sitabkhan, Aida Alikova, Nurgul Toktogulova, Adema Zholdoshbekova, Wendi Ralaingita, Jonathan Stern, RTI International |
| Fonte: |
RTI International. 2024. |
| Dispoñibilidade: |
RTI International. P.O. Box 12194, Research Triangle Park, NC 27709. Tel: 919-541-6000; e-mail: publications@rti.org; Web site: https://www.rti.org |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Data de Publicación: |
2024 |
| Tipo de documento: |
Reports - Research |
| Education Level: |
Elementary Education
Early Childhood Education
Grade 1
Primary Education
Grade 2
Grade 3
Grade 4
Intermediate Grades |
| Descriptors: |
Elementary School Teachers, Knowledge Level, Mathematics Instruction, Elementary School Mathematics, Foreign Countries, Grade 1, Grade 2, Grade 3, Grade 4, Faculty Development, Public Schools, Teacher Competencies, Pedagogical Content Knowledge, Numeracy, Mathematics Skills, Measurement |
| Termos Xeográficos: |
Kyrgyzstan |
| ISSN: |
2378-7902 |
| Resumo: |
We present the results from an exploratory study that aimed to measure teachers' specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and is an example of one way to center teacher knowledge in an instructional intervention. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Número de acceso: |
ED662962 |
| Base de Datos: |
ERIC |