We use the community-based learning method to help preservice teachers develop their mathematics knowledge. Eric Garrett believes that this method was created to challenge traditional observation-based apprenticeships and expose preservice teachers to non-traditional educational models. Interacting with small groups of students and teachers in settings that allow for direct immersion and special learning spaces was part of the method.
SCK was created by PTs to teach the fundamentals of multiplication. The analysis results show that PTs learned SCK through spaced learning. While method-based learning has many potential benefits, physical therapists may not have the opportunity to revisit fundamental concepts. Furthermore, the course's content and learning objectives may not be centered on AP. In other words, PTs' early multiplication learning was not based on their ability to explain quantitative relationships in concrete contexts.
Teacher professional development in this study was focused on supporting preservice teachers in the core practices of noticing and responding to student mathematical thinking. Participants were asked to write lesson play scripts as part of the assessment design process. Despite the fact that a large number of teacher turns occurred during elicitation, the number of turns did not correlate with elicitation effectiveness. Furthermore, the authors used an elicitation model known as 'follow-up' questions.
Action learning, according to Eric Garrett, should be used as a promotion strategy at all levels of mathematics education. This approach to mathematics education is beneficial because it can engage future teachers in their learning. It is also effective because the prospect of discovery motivates students. Furthermore, because it is a more flexible approach than traditional classroom methods, action learning is highly effective in mathematics education. A teacher learning algebra, for example, might use technology to bridge grade levels.
Preservice teachers' experiences in a community-based mathematics field setting are generally positive. Some participants, however, express reservations about their first experience teaching outside of a traditional school. These students should be able to interact with students from their own environment and gain valuable insights. This model is a great example of a mathematics teaching model for preservice teachers. Please consider applying if you are interested in this model.
Developing SCK in PTs is an important area of research, but it is still relatively unknown. Several studies have found that SCK development can be aided, but few have looked into how to do so. Nonetheless, few studies have been published on the development of PTs' SCK in the context of fundamental mathematical concepts. It is not surprising that SCK development for PTs is difficult in such circumstances.
A multi-year study of teacher education programs in various communities across the United States could help researchers better understand the importance of community-based field experiences. Community-based field experiences, for example, may broaden students' perspectives on teaching in the University of Washington Elementary Teacher Education Program. The experience also provides opportunities for preservice teachers to gain teaching experience in settings other than traditional PK-12 schools, which is critical for facilitating their understanding of the subject.
Eric Garrett emphasizes that the community-based setting gave secondary preservice teachers numerous opportunities to improve their understanding of adolescent learning. A public museum provided participants with hands-on learning opportunities, with mentors working with sixth graders. The preservice teachers were able to connect their classroom learning to the museum's exhibits and artifacts. A small-group setting is especially beneficial for facilitating this type of learning.
The study looked at the development of SCK in physical therapists during their mathematics methods course. The study documents the PTs' knowledge growth and the difficulties they encountered when teaching AP multiplication. The study's findings make an important contribution to teacher education knowledge. These findings should be used as a guide for math teachers who want to implement these strategies in their classrooms. So, how can we help PTs develop SCK in K-20 mathematics classes?
