An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct

2018 ◽  
Vol 70 (5) ◽  
pp. 485-497 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Tammy Tolar ◽  
Erik Jacobson ◽  
Weihua Fan
Keyword(s):  
Elementary School Teachers ◽  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Secondary Analysis ◽  
Mathematical Knowledge For Teaching ◽  
Upper Elementary ◽  
Specialized Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Content Knowledge For Teaching

This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the content, students, and teaching) can be distinguished empirically. Findings from a secondary analysis of data collected from upper elementary teachers in the Measures of Effective Teaching project ( N = 397) suggest the most parsimonious explanation of Mathematical Knowledge for Teaching construct is that it is unidimensional. We argue, based on the findings and limitations we identified, that researchers should reconsider both the structure of the components that make up the content knowledge for teaching and the effects of item design on the dimensionality of the construct.

scholarly journals Mathematical modeling and discussions on knowledge for teaching: interactions towards the continuing education of mathematics teachers

Horizontes ◽  
2017 ◽  
Vol 35 (2) ◽  
pp. 7-16
Author(s):  
Rogério Marques Ribeiro ◽  
Arthur Belford Powell ◽  
Ademir Donizeti Caldeira
Keyword(s):  
Mathematical Modeling ◽  
Continuing Education ◽  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Early Years ◽  
Teaching Model ◽  
Specialized Content Knowledge ◽  
Knowledge For Teaching ◽  
Content Knowledge For Teaching

In this article, we present our reflections on some of the interactions between Mathematical Modeling and the discussions concerning the professional knowledge of teachers. These interactions, as proposed through the continuing education of early years teachers, show that coordination between these two fields is beneficial to the training of educators, both facilitating the learning of mathematical content and contributing in various ways to the development of skills used to investigate and understand the role mathematics plays in society. Furthermore, the article highlights how these discussions have proved valuable in allowing teachers to understand the importance of possessing specialized content knowledge for teaching mathematics, as posited in the Mathematical Knowledge for Teaching model, developed by Ball, Thames and Phelps (2008).

scholarly journals Matematikklæreres refleksjoner om egne undervisningsutfordringer

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Marianne Maugesten ◽  
Reidar Mosvold ◽  
Janne Fauskanger
Keyword(s):  
Content Knowledge ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Language Teachers ◽  
Mathematical Tasks ◽  
Second Grade ◽  
Specialized Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge For Teaching

Matematikkundervisning stiller krav til matematikkfaglig og matematikkdidaktisk kunnskap. Mens mange forskere har studert kunnskapen lærere har, eller den kunn­skapen de bruker i undervisningen, retter denne studien fokuset mot hvilke matematiske undervisningsutfordringer som er i fokus når lærere reflekterer over egen matematikk­undervisning, og hvilke deler av den profesjonelle kunnskapsbasen de trekker inn i refleksjonene. Andretrinnslærerne i denne studien reflekterer omkring mange sentrale matematiske undervisningsutfordringer, men det matematiske fokuset i refleksjonene er ofte uklart – selv når de reflekterer over undervisningsutfordringer som stiller krav til spesialisert matematisk kunnskap. Resultatene fra studien indikerer også at lærerne ofte bruker et upresist og hverdagslig språk når de reflekterer over egen matematikk­undervisning. Nøkkelord: matematiske undervisningsutfordringer, undervisningskunnskap, tallforståelse   Mathematics teachers’ reflections about experienced tasks of teaching   Abstract Teaching requires a special content knowledge as well as pedagogical content knowledge. Whereas many studies have investigated the knowledge teachers have or use in teaching, this study investigates what mathematical tasks of teaching that are in focus when teachers reflect on their own mathematics teaching, and what aspects of the professional knowledge base they draw upon. The second grade teachers in this study reflect on several core tasks of teaching mathematics, but their reflections tend to have an unclear mathematical focus — even when they reflect upon tasks of teaching that require specialized content knowledge. The results from this study also indicate that the language teachers use to reflect on their own mathematics teaching tends to lack precision and rigor. Keywords: mathematical tasks of teaching, mathematical knowledge for teaching, number sense

scholarly journals Matematiikan opettajankoulutuksen arviointipohjainen kehittäminen

2015 ◽  
Vol 3 (6) ◽  
pp. 925-947
Author(s):  
Mika Koponen ◽  
Mervi Asikainen ◽  
Antti Viholainen ◽  
E Pekka Hirvonen
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Specialized Content Knowledge ◽  
Knowledge For Teaching ◽  
Common Content

Mathematical Knowledge for Teaching (MKT) opettajantiedon mallin mukaan opettajat tarvitsevat kuudenlaista tietoa matematiikan opettamisessa. Selvitimme kyselytutkimuksen avulla opettajankouluttajien (N=19) ja työssä olevien matematiikanopettajien (N=101) näkemyksiä Itä-Suomen yliopiston matematiikan opettajankoulutusohjelman kehittämisen perustaksi. Kyselyn suunnittelussa ja aineiston analysoinnissa hyödynsimme MKT-mallin osa-alueita. Tulosten perusteella valtaosa opettajankouluttajista koki, että heidän opettamansa kurssit eivät parhaalla mahdollisella tavalla tue opettajankoulutuksen tavoitteita, esimerkiksi opetussisältöjen osalta. Monet työssä olevat matematiikanopettajat näkivät asian samalla tavoin. Heidän mukaansa matemaattisten sisältöjen opetuksen painopisteenä on niin sanottu puhdas matematiikka (Common Content Knowledge), joskin myös siinä oli pieniä puutteita. Useat työssä olevat matematiikan opettajat esittivät, että koulutusohjelman tulisi sisältää nykyisten sisältöjen lisäksi opettajan työn kannalta tärkeää erityistä matemaattista tietoa (Specialized Content Knowledge). Vastanneiden opettajien mielestä ainelaitoksen opintoja tulisi eriyttää tulevien opettajien ja tulevien matemaatikoiden osalta. Artikkelissamme saatuja tuloksia käsitellään ainelaitoksen toiminnan näkökulmasta, samoin kerromme millaisia kehittämistoimenpiteitä tehtyjen johtopäätösten pohjalta on jo toteutettu.

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

2021 ◽  
Author(s):  
Peng He ◽  
Changlong Zheng ◽  
Tingting Li
Keyword(s):  
Content Knowledge ◽  
Core Competencies ◽  
Chemistry Curriculum ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge For Teaching ◽  
New Instrument ◽  
Content Knowledge For Teaching

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth

2019 ◽  
Vol 56 (5) ◽  
pp. 1590-1628 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Debra Plowman ◽  
Haiyan Bai
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Learning Opportunities ◽  
Knowledge For Teaching ◽  
Mathematics Problems ◽  
Knowledge Growth ◽  
Mathematics And Science ◽  
Core Features

This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students’ work and solving mathematics problems) were related to gains in teachers’ mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Implications for research and teacher education are discussed.

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