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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Conceptualizing Teacher Professional Learning
V. Darleen Opfer,David Pedder +1 more
TL;DR: In this article, the authors adopt a complexity theory framework to review the literature on teachers' professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices.
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Formative assessment: a critical review
TL;DR: In this article, the authors discuss six interrelated issues in formative assessment (aka, "assessment for learning"): the definition of formative assessments, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under-representation of measurement principles in that conceptualization, the teacher-support demands, and the impact of the larger educational system.
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Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
Heather C. Hill,Merrie Blunk,Charalambos Y. Charalambous,Jennifer M. Lewis,Geoffrey Phelps,Laurie Sleep,Deborah Loewenberg Ball +6 more
TL;DR: This paper found that teachers' mathematical knowledge plays an important role in their teaching of this subject matter and that there is a significant, strong, and positive association between levels of mathematical knowledge and the mathematical quality of instruction.
Journal ArticleDOI
The Sociopolitical Turn in Mathematics Education
TL;DR: The authors highlights some promising conceptual tools from critical theory (including critical race theory/Latcrit theory) and post-structuralism and makes an argument for why taking the sociopolitical turn is important for both researchers and practitioners.
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Teachers’ Content Knowledge and Pedagogical Content Knowledge The Role of Structural Differences in Teacher Education
Thilo Kleickmann,Dirk Richter,Mareike Kunter,Jürgen Elsner,Michael Besser,Stefan Krauss,Jürgen Baumert +6 more
TL;DR: In this article, the authors compared the content knowledge and pedagogical content knowledge of four groups of mathematics teachers at different points in their teaching careers in Germany and found that the largest differences in CK and PCK were found between the beginning and the end of initial teacher education.
References
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A research companion to Principles and standards for school mathematics
TL;DR: In this article, the authors present a companion to Principles and Standards for anyone seeking to explore the underpinnings of that document in the scholarly literature and present a comprehensive analysis of what research should be expected to do in setting standards for school mathematics.
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Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes
TL;DR: In this paper, the authors describe an effort to evaluate California's Mathematics Professional Development Institutes (MPDIs) using novel measures of knowledge for teaching mathematics and find that teachers participating in the MPDIs improved their performance on these measures during the extended summer workshop portion of their experience.