Teachers' Use of Their Mathematical Knowledge for Teaching in Learning a Mathematics Learning Trajectory

Autor/inn/en	Wilson, P. Holt; Sztajn, Paola; Edgington, Cyndi; Confrey, Jere
Titel	Teachers' Use of Their Mathematical Knowledge for Teaching in Learning a Mathematics Learning Trajectory
Quelle	In: Journal of Mathematics Teacher Education, 17 (2014) 2, S.149-175 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-013-9256-1
Schlagwörter	Mathematics; Pedagogical Content Knowledge; Teachers; Faculty Development; Learning + Suchen Sie Ihr Suchwort? Mathematik; Pädagogische Kompetenz; Lehrer; Lehrerin; Lehrende; Lernen
Abstract	In the past decade, research on learning trajectories has progressed from an agenda for research on student learning to include an agenda for research on teaching. In this paper, we use a design experiment to examine a professional development program created to support teacher learning of one learning trajectory. Using a re-interpretation of Ball and colleagues' mathematics knowledge for teaching framework, we conducted a retrospective analysis to examine how a purposefully selected sample of three teachers used their knowledge to participate in discussions of the professional learning tasks designed to support teacher learning of the trajectory. Findings indicate that professional learning tasks focusing on pedagogical content knowledge present in learning trajectories also allow for teacher learning of subject matter knowledge; this learning is mediated by teachers' prior mathematics knowledge for teaching. We conclude with considerations for researchers and professional developers seeking to support teachers in learning about learning trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10