Subject Matter Knowledge of Geometry Needed in Tasks of Teaching and Experience Teaching Geometry

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  In Poster Session: Division K Section 3 Poster Session 1

Abstract

We investigate the subject matter knowledge of geometry of 100 high school teachers. By looking closely at teachers’ performance in items designed to measure specialized content knowledge (SCK), we focus on whether SCK scores differ depending on the tasks of teaching where mathematical work is required. We compare the teachers’ scores estimated by a Rasch model for CCK, the SCK needed to create the givens of a problem (SCK_GP) and to understand students’ work (SCK_US). Experience teaching geometry had a significant effect on teachers’ subject matter knowledge of geometry and teachers scored higher on SCK_US than on SCK_GP.

Authors

• Inah Ko, University of Michigan - Ann Arbor

• Patricio G. Herbst, University of Michigan - Ann Arbor

• Yung-Chi Lin, National Changhua University of Education