Delving Into the Pieces: Drawing Connections Between Different Domains of Mathematical Knowledge for Teaching

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-8 - Research in Mathematics Education SIG Poster Session

Abstract

In this study, we investigated teachers’ mathematical knowledge for teaching, specifically on three domains: teachers’ common content knowledge (CCK), knowledge of content and teaching (KCT) and knowledge of content and students (KCS). Data collected from 20 in-service, elementary teachers and 33 students from two school districts in the Midwest. The results of this study showed that although the majority of the teachers were able to answer the questions correctly, they failed to make sense of students’ errors or misconceptions or identify tasks or activities that would support students in building fraction sense. In light of the results of this study, it was apparent that CCK solely is insufficient to support other critical domains of MKT such as KCS and KCT.

Authors

• Dionne Indera Cross Francis, Indiana University

• Mi Yeon Lee, Arizona State University

• Zulfiye Zeybek

• Olufunke Adefope