An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct

Autor/inn/en	Copur-Gencturk, Yasemin; Tolar, Tammy; Jacobson, Erik; Fan, Weihua
Titel	An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct
Quelle	In: Journal of Teacher Education, 70 (2019) 5, S.485-497 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487118761860
Schlagwörter	Mathematics Instruction; Knowledge Level; Mathematical Concepts; Pedagogical Content Knowledge; Grade 4; Grade 5; Elementary School Students; Elementary School Teachers; Elementary School Mathematics; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Wissensbasis; Pädagogische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study explores the dimensionality of mathematical knowledge needed by elementary school teachers. Specifically, we focus on the construct of Mathematical Knowledge for Teaching to investigate whether common mathematical content knowledge (the generic mathematical knowledge that is held by an educated adult), specialized content knowledge (the content knowledge that is unique to teaching), and pedagogical content knowledge (knowledge of the content, students, and teaching) can be distinguished empirically. Findings from a secondary analysis of data collected from upper elementary teachers in the Measures of Effective Teaching project (N = 397) suggest the most parsimonious explanation of Mathematical Knowledge for Teaching construct is that it is unidimensional. We argue, based on the findings and limitations we identified, that researchers should reconsider both the structure of the components that make up the content knowledge for teaching and the effects of item design on the dimensionality of the construct. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01