Two Mathematics Teachers' Personal Practical Knowledge

• In Event: 31.093 - Sheraton Roundtable Three - Osgoode Ballroom
  In Roundtable Session: 31.093-6 - Becoming a Teacher: Reflecting on the Process

Abstract

Historically, mathematics teachers’ knowledge has been studied with the goal to improve (or change) teacher’s knowledge. This study contributes to diversify this area of research by studying mathematics teachers’ knowledge using a narrative inquiry methodology. Using the construct of personal practical knowledge ([PPK], Elbaz, 1981) and the three-dimensional inquiry space (Clandinin & Connelly, 2000); the researcher explored an eighth-grade mathematics teacher’s PPK while both planned and implemented a lesson. This study illustrates how teachers’ actions and decisions are based on their experiences and readings of students at the moment of teaching. In addition to expanding conceptualizations of mathematics teachers’ knowledge, this study evidences the complexity of the ways PPK informs teachers development and implementation of curriculum.

Author

• Elizabeth Suazo-Flores, Purdue University