Identifying, Modeling, and Conceptualizing Usable Teacher Knowledge in Mathematics

• In Event: Measuring Teachers' Mathematical Knowledge and Behaviors

Abstract

In this study, we further explore usable teacher knowledge in mathematics using responses to a video clip on fractions from 283 upper elementary teachers. Instead of scoring responses to obtain measure of teachers’ usable knowledge, we coded the specific mathematical and pedagogical knowledge contained in the responses and modeled this knowledge as an interconnected Bayesian network to uncover persistent connections (knowledge activation patterns) between the different coded mathematical and pedagogical knowledge. We found pedagogical knowledge activated other pedagogical knowledge and supportive math ideas but deactivated relevant primary math ideas. We discuss the affordances of such models for conceptualizing usable knowledge and knowledge use that align with theoretical models in Neuroscience and AI.

Authors

• Nicole B. Kersting, University of Arizona

• James E. Smith, University of Arizona

• Beau Vezino, Northern Arizona University

• Nick R Mercier, University of Arizona

• Rao Xiong, University of Arizona

• Yalcin Udun, University of Arizona