Two Representations of Knowledge Needed by Elementary Teachers: Shall the Twain Meet?

• In Event: Poster Session 5
  In Poster Session: Research and Mathematics Education SIG Posters

Abstract

Mathematics teacher educators (MTEs) examined the relationship between two different knowledge claims regarding the knowledge needed by teachers of elementary mathematics: The Mathematical Education of Teachers II (MET II) report (both the essential ideas for elementary and middle grades teachers and CCSSM Standards for Mathematical Practice) and the Teacher Education and Development Study in Mathematics (TEDS-M) knowledge assessment for elementary teachers. Using methods developed and verified in a prior feasibility study, the MTEs mapped MET II essential ideas and mathematical practices onto TEDS-M items. Preliminary analysis indicated that raters had high levels of agreement and assignment of content specified by MET II to the assessment items; whereas, they had less agreement and less frequent assignment of mathematical practices.

Authors

• Jillian Peterson Mortimer, University of Michigan - Ann Arbor

• Edward A. Silver, University of Michigan