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21.050 - Developing Measures of Mathematical Knowledge for Teaching for Secondary Teachers: Current Research and Open Questions
Fri, April 5, 4:20 to 6:20pm, Metro Toronto Convention Centre, Floor: 600 Level, Room 602ASession Type: Symposium
Abstract
There is strong consensus that skillful mathematics teaching depends on teachers’ knowledge of mathematics. Research on mathematical knowledge for teaching (MKT) has proliferated in recent years, and the measurement work has proven to be particularly productive. Much of this work has taken place at the elementary level, but some recent scholarship has attended to MKT in secondary settings. This symposium brings together four such efforts. Collectively, the set of papers represent efforts to develop measures of common content knowledge (CCK) and specialized content knowledge (SCK); teachers’ mathematical practices and habits of mind; and MKT for functions and geometry. Moreover, the set includes research that draws on extant conceptual frameworks deployed in elementary settings, and presents new frameworks for organizing MKT.
Sub Unit
Chair
Papers
Using Evidence-Centered Design to Develop Assessments of Mathematical Knowledge of Teachers for Mathematical Argumentation - Daisy Wise Rutstein, SRI International; Hee-Joon Kim, SRI International; Jennifer Knudsen, SRI International
Assessing Secondary Teachers' Algebraic Habits of Mind - Ryota Matsuura, Saint Olaf College; Sarah Elizabeth Sword, Education Development Center, Inc.
Reconsidering the Organization of Mathematical Knowledge for Teaching - Patricio G. Herbst, University of Michigan - Ann Arbor; Inah Ko, University of Michigan - Ann Arbor
But What Is It? Specialized Content Knowledge and Knowing Mathematics for Teaching in Secondary Settings - Jason Brasel, University of Michigan - Ann Arbor; Matthew Dahlgren, University of Michigan; Nicole Garcia, University of Michigan; Reidar Mosvold, University of Stavanger; Paul Kwame Yankson, University of Michigan - Ann Arbor; Deborah Loewenberg Ball, University of Michigan