Elementary Teachers’ Knowledge for Teaching Mathematics: A Review

doi:10.5901/mjss.2014.v5n9p428

Cited by 2 publications

(2 citation statements)

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“…However, there is still limited information regarding major research topics on mathematics teachers' knowledge and how they have evolved over time. While limited literature reviews of mathematics teachers' knowledge have been conducted, most of them examined a certain field with less than 50 articles (e.g., [10]). Therefore, this study conducted a systematic review on mathematics teachers' knowledge with all relevant articles after Shulman's [17] study.…”

Section: Current Studymentioning

confidence: 99%

“…Aligned with increasing research on mathematics teachers' knowledge, limited literature reviews were conducted to synthesize previous studies. The studies included conceptualization of pedagogical content knowledge (PCK) [9], elementary teachers' knowledge for teaching mathematics [10], and assessment of mathematics teachers' knowledge [11]. While these studies synthesized previous studies and informed the direction for future studies on a certain topic, they could not provide overall research trends in mathematics teachers' knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review

Cho

2021

Mathematics

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Mathematics teachers’ knowledge is considered one of the most critical factors in instruction and student achievement. As such, various studies have focused on mathematics teachers’ knowledge. Despite the expansion of the field, however, a systematic review was rarely implemented. Therefore, this study aimed to identify major research topics and trends on mathematics teachers’ knowledge by analyzing abstracts of 3485 scholarly articles published from 1987 to 2021. Using a text-mining technique, 11 underlying topics were found in the articles. The topics were classified based on their relationships and the following four groups were identified: “assessment”, “teachers’ knowledge for teaching”, “students’ knowledge and understanding”, and “teachers’ professional learning”. Over time, the analysis of research trends showed that professional development is the most popular topic, followed by pedagogical content knowledge and students’ mathematical understanding. Moreover, the popularity of these topics has not changed considerably over time. This study provides implications based on these results.

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Section: Current Studymentioning

confidence: 99%