Personal Practical Knowledge: Reenvisioning Mathematics Teacher Education

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Affective and Curricular Aspects of Mathematics Teacher Learning

Abstract

Mathematics education researchers have studied teachers’ knowledge to identify domains of knowledge, which may then be encouraged in teachers. This study diversifies this research area by exploring how teachers know in their classrooms. The construct of personal practical knowledge (PPK) was studied with an eighth-grade mathematics teacher. This narrative inquiry sheds light into how teachers’ knowledge interacts with practice. In addition to expanding conceptualizations of mathematics teachers’ knowledge, this study provides an approach for researchers to work with teachers that encourages teachers to learn about their PPK and lets researchers 1) to embrace teachers’ decisions and actions in classrooms; and 2) to re-envision their role in mathematics teacher education programs.

Authors

• Elizabeth Suazo-Flores, Purdue University

• Lisa Roetker