Journal ArticleDOI
Content Knowledge for Teaching: What Makes It Special?
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In this paper, the authors developed a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge and applied it to the problem of teaching.Abstract:
This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of p...read more
Citations
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Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry
TL;DR: In this paper, a concurrent exploratory mixed methods study was conducted to examine prospective middle grades teachers' mathematics knowledge for teaching geometry and the connections made while completing open and closed card sort tasks meant to probe mathematical connections.
Journal Article
Making Progress on Mathematical Knowledge for Teaching
TL;DR: This article reviewed what is known and needs to be known to advance research on mathematical knowledge for teaching and argued for three priorities: finding common ground for engaging in complementary studies that together advance the field; innovating and reflecting on method; and addressing the relationship of such knowledge to mathematical fluency in teaching and to issues of equity and diversity in teaching.
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Just knowing how to read isn't enough! Assessing knowledge for teaching reading
TL;DR: In this paper, the authors present preliminary evidence that elementary reading teachers can hold a special knowledge of language, text, and reading process that differs substantially from common reading and verbal ability, which is relevant to whether teaching reading requires specialized professional knowledge.
Developing pedagogical content knowledge: lessons learned from intervention studies
TL;DR: In this paper, a systematic review is conducted on intervention studies aiming at pedagogical content knowledge (PCK) development in teachers and the results show that most intervention studies are conducted in math and science education and use a qualitative methodology.
Journal ArticleDOI
Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL)
TL;DR: Content and language integrated learning (CLIL) is an approach to bilingual education in which academic content and an additional language are taught at the same time as discussed by the authors, and it is growing rapidly through...
References
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Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
Journal ArticleDOI
Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...
Book
Adding It Up: Helping Children Learn Mathematics
TL;DR: Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.