Relationships Among the Categories of Mathematical Knowledge for Teaching

• In Event: Research on Mathematics Teacher Knowledge and Instructional Quality

Abstract

This study examines the relationships among three of the six domains of the Mathematical Knowledge for Teaching framework. Using data collected from 397 fourth- and fifth-grade teachers who participated in the Measures of Effective Teaching (MET) Project, this study investigates the extent to which the Mathematical Knowledge for Teaching categories can be distinguished from each other, and it explores the relationships among them. Results of structural equation modeling indicate that teachers’ common content knowledge, specialized content knowledge, and knowledge of content and teaching are distinct components of mathematical knowledge. Furthermore, results of the analysis indicate that specialized content knowledge plays a more critical role in pedagogical content knowledge than does common content knowledge.

Authors

• Yasemin Copur-Gencturk, University of Houston

• Weihua Fan, University of Houston