The
following papers were either completed or started in large part during
the time spent in Boulder, Colorado for the Big XII Faculty Fellowship
Program.
Expert Blind Spot
Among Preservice Teachers
Mitchell
J. Nathan Anthony
Petrosino
University of Colorado-Boulder University of Texas-Austin
Abstract:
Subject-matter expertise is critical for effective teaching. However,
examinations of the drawbacks that may be ascribed to highly developed
content knowledge are rare. This study (N = 48) examined the relationship
between preservice teachers' subject-matter expertise in mathematics
and the nature of the developmental models they appear to have about
algebra learning. As predicted by the expert blind spot hypothesis,
participants with more advanced mathematics education, regardless of
their program affiliation or teaching plans, were more likely to view
symbolic reasoning and mastery of equations as a necessary prerequisite
for word problem solving. This expectation is in contrast to students'
actual performance patterns. An examination across several subject-matter
areas, including mathematics, science and language arts, suggested a
common pattern: Absent well-developed pedagogical content knowledge,
educators with advanced content knowledge within a subject area tend
to draw upon the powerful organizing principles, formalisms, and methods
of analysis that serve as the foundation of that discipline as guiding
principles about student development and instruction. We consider how
teachers' developmental views may influence classroom practice and professional
development, and call into question policies that seek to streamline
the licensure process of new teachers because of their subject matter
expertise.
Download the paper (.doc)
Expert Blind Spot Among Pre-Service
Mathematics and Science Teachers
Mitchell
J. Nathan Anthony
Petrosino
University of Colorado-Boulder University of Texas-Austin
Abstract:
It is widely accepted that subject-matter expertise is critical
for effective teaching, especially in secondary and post-secondary education.
Yet, there are few examinations of the pitfalls for instruction that
may be ascribed to expert subject-matter knowledge. One concern is when
teachers’ subject-matter expertise within a domain overshadows knowledge
about how novice students develop intellectually within that domain.
In this work we investigate “Expert blind spot” (EBS). Participants
(n=16) were pre-service high school teachers majoring in mathematics
or science. All had high levels of mathematics content knowledge. As
predicted, participants’ rankings of mathematics problems favored a
“symbol precedence view” of algebraic development (r=.94), and over
80% agreed that students’ symbolic reasoning precedes verbal reasoning
and story problem solving. These findings are contrary to high school
students’ actual performance patterns. Participants’ views also appear
to conflict with others views they hold of learning and pedagogy, which
follow reform-based views. These data, along with prior findings in
language arts and medical education suggests that EBS does exist and
can adversely affect educators’ beliefs and practices. Documenting this
phenomenon more broadly is vital to understanding how expert knowledge
influences instruction.
Download the paper (.pdf)