Using Ideas About Mathematical Knowledge for Teaching to Address Problems of Practice: A Review of Empirical Research

• In Event: Poster Session 13
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

Researchers agree that there is a distinctive body of mathematical knowledge important for teaching. However, questions remain about its definition, elaboration, development, and use. To summarize current progress, this review examines empirical studies published since 2006. It examines the research problems being investigated and reports on a shift from studies of what teachers know to studies of the composition and structure of knowledge and interventions for improving it. The review also argues for increasing attention to understanding the contribution that mathematical knowledge makes to teaching and learning and proposes that research on isolated interventions be expanded to ways of scaling up the teaching and learning of mathematical knowledge for teaching.

Authors

• Yeon Kim, Silla University

• Mark Hoover Thames, University of Michigan