Mathematical Knowledge for Teaching and Task Unfolding: An Exploratory Study

Autor/in	Charalambous, Charalambos Y.
Titel	Mathematical Knowledge for Teaching and Task Unfolding: An Exploratory Study
Quelle	In: Elementary School Journal, 110 (2010) 3, S.247-278 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/648978
Schlagwörter	Elementary School Teachers; Mathematics Instruction; Knowledge Base for Teaching; Elementary School Mathematics; Pedagogical Content Knowledge; Correlation; Cognitive Processes; Video Technology + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementare Mathematik; Schulmathematik; Pädagogische Kompetenz; Korrelation; Cognitive process; Kognitiver Prozess
Abstract	Although teachers' knowledge is thought to contribute to the selection and implementation of mathematical tasks, empirical evidence supporting this claim is scarce. To investigate this relationship and understand its nature, this exploratory study examines the unfolding of tasks in a series of lessons led by 2 elementary school teachers who differed in their level of mathematical knowledge for teaching (MKT). The Mathematical Tasks Framework (MTF) was applied to 9 videotaped lessons from each teacher, with results showing notable differences in the unfolding of tasks in the teachers' lessons. A close examination of data from several other sources--curriculum documents and teachers' general, clinical, and postlesson interviews--suggested a positive association between teachers' MKT and the cognitive level at which tasks are enacted in their lessons. Three tentative hypotheses about specific manifestations of this relationship and directions for future studies situated at the intersection of MKT and MTF are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10