Complementing Mathematics Teachers' Horizon Content Knowledge with an Elementary-on-Advanced Aspect

Autor/inn/en	Cho, Yi-An; Tee, Fui-Due
Titel	Complementing Mathematics Teachers' Horizon Content Knowledge with an Elementary-on-Advanced Aspect
Quelle	In: Pedagogical Research, 3 (2018) 1, Artikel 3 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4929
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Pedagogical Content Knowledge; Elementary School Mathematics; Teaching Methods; Classroom Techniques; Knowledge Level; Foreign Countries; Elementary School Teachers; Geometry; Algebra; Taiwan + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Wissensbasis; Ausland; Elementary school; Grundschule; Volksschule; Geometrie
Abstract	Although Ball and her colleagues provided empirical evidence to support the existence of the six subdomains in mathematical knowledge for teaching (MKT) and further explained or defined the majority of these sub-domains, there were few explanations of what horizon content knowledge (HCK) embedded in MKT meant and they merely provided ideas about HCK. Many researchers attempted to provide some teaching incidents and exemplification to interpret the construct of HCK. Moreover, they thought teachers' studies of tertiary mathematics are useful for classroom teaching practice. Their discourse and instantiation of HCK was correspondent with a higher perspective on elementary mathematics mentioned by Felix Klein (1924), but did not entirely coincide with a kind of elementary perspective on advanced knowledge introduced by Ball and Bass (2009). This study lasted 1 year, and data collection included in-depth interviews, classroom observation and video analysis. We provide a shared classroom teaching incidence and illustrations to explain and to describe the construct of HCK. HCK not only is a kind of elementary perspective on advanced mathematical knowledge, but also complements to a higher perspective on elementary mathematics. Furthermore, HCK could be seen as a reciprocal pathway between the elementary and advanced mathematical knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01