Measuring problem-based learning's impact on pre-service teachers' mathematics pedagogical content knowledge

Paper

Martin, David A., Grimbeek, Peter and Jamieson-Proctor, Romina. 2013. "Measuring problem-based learning's impact on pre-service teachers' mathematics pedagogical content knowledge." 2nd International Higher Education Teaching And Learning Conference (IEAA 2013): Engaging Innovative Pedagogical Practice and Research in Higher Education. Sarawak, Malaysia 09 - 10 Dec 2013 Malaysia.
Paper/Presentation Title

Measuring problem-based learning's impact on pre-service teachers' mathematics pedagogical content knowledge

Presentation TypePaper
AuthorsMartin, David A. (Author), Grimbeek, Peter (Author) and Jamieson-Proctor, Romina (Author)
Journal or Proceedings TitleProceedings of the 2nd International Higher Education Teaching And Learning Conference (IEAA 2013)
ERA Conference ID50893
Number of Pages10
Year2013
Place of PublicationMalaysia
ISBN978-983-4482-5-7
Web Address (URL) of Paperhttp://www.eventm.net/tl2013
Conference/Event2nd International Higher Education Teaching And Learning Conference (IEAA 2013): Engaging Innovative Pedagogical Practice and Research in Higher Education
International Higher Education Teaching and Learning Conference
Event Details
2nd International Higher Education Teaching And Learning Conference (IEAA 2013): Engaging Innovative Pedagogical Practice and Research in Higher Education
Event Date
09 to end of 10 Dec 2013
Event Location
Sarawak, Malaysia
Event Details
International Higher Education Teaching and Learning Conference
T&L
Abstract

Current educational reforms and initiatives are addressing numeracy outcomes for school-age students as a response to concerns regarding their mathematical achievements. In Australia, the Ministerial Council on Education stated, numeracy remains one of the cornerstones of schooling for young Australians (2008). Ultimately, the responsibility for attending to these educational priorities is placed with teachers. Existing literature suggests that student achievement is directly impacted by 'effective teaching' and that effective teaching begins with effective teacher preparation.

To address these issues, this pilot study investigated the impact of problem-based (PBL) learning, in a tertiary mathematics education course, on pre-service teachers' mathematics pedagogical content knowledge (PCK) and forms the basis for a larger, subsequent study.

To measure pre-service teachers' mathematics PCK, a Mathematics Pedagogical Content Knowledge Instrument was developed. The instrument was delivered pre-semester and post-semester to a control group (n=15) who received traditional, 'lecture-based' instruction, and a treatment group (n=15) who were instructed using the problem-based learning approach. The data were analysed using a paired samples t-test to compare the pre-semester and post-semester means from both cohorts. The findings indicate the treatment group made larger gains in their PCK when compared to the gains in PCK development of the control group. In teaching terms, the findings suggest an intervention such as problem-based learning may enhance the development of pre-service teachers' PCK when compared to using a traditional teaching approach.

Keywordsproblem-based learning; pedagogical content knowledge; pre-service teachers; mathematics education
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390109. Mathematics and numeracy curriculum and pedagogy
390409. Learning sciences
Public Notes

© 2013 International Education Association of Australia (IEAA). This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.

Byline AffiliationsFaculty of Education
Griffith University
Institution of OriginUniversity of Southern Queensland
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