Abstract
Teacher knowledge needed for teaching is widely studied to characterize its key categories. We report findings from a study on teachers’ knowledge for mathematics in the Montessori schools. In Montessori accredited schools, teachers learn to teach mathematics in ways different from the teachers themselves experienced in non-Montessori schools. We ask: What knowledge do teachers learn? and how do they continue to refine this knowledge in teaching in classrooms? We draw from a teacher knowledge framework based on cross-national studies to interpret mixed data from a case study. We aim to inform research on teacher characteristics needed for consistent implementation of instructional reform. Major findings from this study are that for K-6 Montessori teachers to thrive in teaching mathematics in Montessori classrooms, they need teacher knowledge on Montessori materials, on lesson and the presentation of content according to Montessori’s philosophy and pedagogy; as well as on the process of independently understanding concepts to be presented. The findings contribute to further theorizing on teacher knowledge which has implications is designed to teacher training opportunities in three subcategories; namely teaching, learning, and professional competence knowledge.
Highlights
Teacher knowledge needed to teach mathematics has been studied within and across nations to characterize its categories
Our study investigated the knowledge characteristics of teachers—what teacher knowledge was needed and what competencies were needed by teachers in the Montessori education system?
Our study focused on teacher knowledge for teaching in an education system as characterized by the Montessori curriculum, learning philosophies, classroom and assessment practices (Bagby & Sulak, 2010; Erwin et al, 2010; Lillard, 2011)
Summary
Teacher knowledge needed to teach mathematics has been studied within and across nations to characterize its categories. The question at the heart of both national and cross-national studies is on the knowledge needed to teach high quality and demanding curricular, such as reform curricular (e.g., Bagby & Sulak, 2009; Clarke, Goos, & Morony, 2007; Lang & Namukasa, 2011). Studies on reform practices agree on the following: Several reforms have been attempted over the years for many countries, in many countries, including Canada, reform has been slow or even missing out (Ashraf, 2019; Ellis & Berry III, 2005) with renewed momentum in the 1980s (Eacott & Holmes, 2010; Herrera & Owens, 2001; Manouchehri & Goodman, 1998). According to Sztajn (1995), for instance, pedagogical reform based on Colburn’s ideas was heavily criticized and discontinued before it reached the classroom teacher. Reform on pedagogical practices has been noted to focus on different practices, including content, tool, experience, problem solving, multi-representation, questioning, and discourse-based practices
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