The Development of Beginning Mathematics Teachers’ Pedagogical Content Knowledge

• In Event: Counting on Us: Stretching Our Pedagogical Boundaries in Mathematics Teacher Education

Abstract

Recent research efforts (e.g., Schmidt, et al., 2007) demonstrate that teacher development programs in high-performing countries offer experiences to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball, Thames, & Phelps, 2008). Building on the initial conceptual framework of Magnusson, Krajcik and Borko (1999), we examined the PCK knowledge development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding and the other individual focusing on curricular knowledge.

Authors

• John K. Lannin, University of Missouri

• Matthew Michael Webb, University of Northern Iowa

• Kathryn B. Chval, University of Missouri - Columbia

• Fran Arbaugh, The Pennsylvania State University

• Rebecca Bruton, University of Missouri

• Cynthia E. Taylor, Millersville University of Pennsylvania