Journal article
The development of beginning mathematics teacher pedagogical content knowledge
Journal of mathematics teacher education, Vol.16(6), pp.403-426
12/01/2013
DOI: 10.1007/s10857-013-9244-5
Abstract
Recent research efforts (Schmidt et al. in The preparation gap: teacher education for middle school mathematics in six countries, MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in J Teacher Educ 59:389–407, 2008). Building on the initial conceptual framework of Magnusson et al. (Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area.
Details
- Title: Subtitle
- The development of beginning mathematics teacher pedagogical content knowledge
- Creators
- John K. Lannin - M.C. Townsend Associates (United States)Matthew Webb - Iowa Academy of ScienceKathryn Chval - M.C. Townsend Associates (United States)Fran Arbaugh - Park UniversitySarah Hicks - Rockhurst UniversityCynthia Taylor - Millersville UniversityRebecca Bruton - M.C. Townsend Associates (United States)
- Resource Type
- Journal article
- Publication Details
- Journal of mathematics teacher education, Vol.16(6), pp.403-426
- DOI
- 10.1007/s10857-013-9244-5
- ISSN
- 1386-4416
- eISSN
- 1573-1820
- Number of pages
- 24
- Grant note
- 0553929; ESI-0553929 / National Science Foundation (http://data.elsevier.com/vocabulary/SciValFunders/100000001)
- Language
- English
- Date published
- 12/01/2013
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985222826602771
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