Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory

Autor/inn/en	Bair, Sherry L.; Rich, Beverly S.
Titel	Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory
Quelle	In: Mathematical Thinking and Learning: An International Journal, 13 (2011) 4, S.292-321 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2011.608345
Schlagwörter	Grounded Theory; Mathematics Education; Teacher Education Programs; Data Analysis; Number Concepts; Mathematics Teachers; Algebra; Mathematics Instruction; Models; Research; Pedagogical Content Knowledge; Elementary Secondary Education; Grade 8; Kindergarten + Suchen Sie Ihr Suchwort? Mathematische Bildung; Auswertung; Number concept; Zahlbegriff; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Analogiemodell; Forschung; Pädagogische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two content courses designed for elementary and middle-level mathematics specialists. Qualitative data were collected and a grounded theory approach to data analysis was employed. The resulting framework characterizes developmental levels of deep and connected mathematical content knowledge for teaching algebraic reasoning and number theory content. The framework consists of four intertwined components related to a teacher's ability to (1) solve problems and justify his/her reasoning, (2) use multiple representations, (3) recognize, use, and generalize conceptually similar tasks, and (4) pose problems. Implications for mathematics teacher education programs are discussed as well as directions for further research. (Contains 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10