Logo image
Back
Toward a framework for the development of mathematical knowledge for teaching
Journal article

Toward a framework for the development of mathematical knowledge for teaching

Jason Silverman and Patrick W. Thompson
Journal of mathematics teacher education, v 11(6), pp 499-511
2008
DOI: https://doi.org/10.1007/s10857-008-9089-5
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Article Philosophy of Education Teaching and Teacher Education Education Mathematics Education
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics. One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has started to gain attention as an important concept in the mathematics teacher education research community, there is limited understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article, we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in both mathematics education and the learning sciences.

Metrics

11 Record Views
141 citations in Web of Science
157 citations in Scopus

Details

UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#4 Quality Education

InCites Highlights

Data related to this publication, from InCites Benchmarking & Analytics tool:

Collaboration types
Domestic collaboration
Web of Science research areas
Education & Educational Research
Logo image