Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Krauss, Stefan; Baumert, Jürgen; Blum, Werner

doi:10.1007/s11858-008-0141-9

Cited by 191 publications

(156 citation statements)

References 40 publications

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“…After examining several potential instruments for measuring teachers' content and pedagogical content knowledge (e.g., Hill, Schilling, & Ball, 2004;Hill, Rowan, & Ball, 2005;Krauss, Baumert, & Blum, 2008;Swafford, Jones, Thornton, Stump, & Miller, 1999), the project team determined that since none of these instruments were created or had been modified since adoption of the Common Core State Standards for Mathematics (NGA Center & CCSSO, 2010), participating teachers would be best served by assessing their knowledge of the mathematical content and practice standards they actually teach-assessments aligned to CCSSM.…”

Section: Survey Of Enacted Curriculum (Sec) According To the Wisconsmentioning

confidence: 99%

Teacher Educator-Embedded Professional Learning Model

Courtney

2018

Int Elect J Math Ed

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The author describes interactions with two middle grades (grades 6-8, student ages 11-14 years) and three secondary school (grades 9-12, student ages 14-18 years) mathematics teachers designed to increase and enhance teachers' content knowledge and transform their classroom instruction by embedding the author (i.e., mathematics teacher educator) into teachers' practices. In addition, the author operationalizes the teacher educator-embedded professional learning model. Embedding a teacher educator into grade K-12 (student ages 5-18 years) teachers' practices, as presented in this study, involves more than simply implementing lessons with teachers. Rather, the mathematics teacher educator navigates iterative instructional cycles alongside the participating teacher, serving as sounding board, interventionist, epistemic student, and colleague. Results of teacher-educator embedding are presented, indicating participating teachers increased their content knowledge, engaged their students in more rigorous mathematics, demonstrated increased self-efficacy and more frequently engaged students in mathematical sense making, reasoning, modelling, generalizing, and communicating.

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Section: Survey Of Enacted Curriculum (Sec) According To the Wisconsmentioning

confidence: 99%

Teacher Educator-Embedded Professional Learning Model

Courtney

2018

Int Elect J Math Ed

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“…Birinci sınıfta bulunan sınıf öğretmenliği programı öğrencileriyle yürütülen bu çalışma, lise öğrencilerinin bu alışkanlıklarını üniversiteye de taşıdıklarını göstermektedir. Oysaki gelecekte öğretmen olacak kişilerin matematiksel bilgisinin, öğrencilerinkinden çok daha derin olması gerekmektedir (Krauss, Baumert & Blum, 2008).…”

Section: Tartışma Ve Sonuçunclassified

Sınıf Öğretmenliği Programı Öğrencilerinin Matematiksel Alan Bilgilerinin İncelenmesi

Işık¹,

Kaya²

2017

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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The purpose of this study is to reveal the mathematical knowledge of the Primary School Teaching Program students and the difficulties they experience in mathematics. In accordance with this purpose, a study was conducted in the first semester of the 2015-2016 academic year with 42 first-grade students in the Primary School Teaching Program of the Faculty of Education at a university in Central Anatolia. These students were taught the "Basic Mathematics I" course during one semester, and then, the data of the study were obtained from different open-ended tests applied at two different times. The data were collected qualitatively and analyzed using the descriptive analysis. According to the result of the study, it was revealed that the participants had difficulty in defining the concepts mathematically and in using the symbols and notations, they could not explain the meaning of the data of the problems, they fell into the concept confusion, they confused the concepts with each other, and instead of solving the problems in detail, they solved them without knowing what they were doing with the habits they had brought from secondary education.

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“…However, their measures have been challenged for not making it possible to distinguish between content knowledge and knowledge of content and students, and for being unclear about the accumulation of scores (Adler & Patahuddin 2012). An alternative approach has been developed in the German COACTIV project, with a stronger focus on the construction and use of tasks (Krauss, Baumert & Blum 2008). The problem for someone wanting to use these instruments is that they are not entirely compatible: a recent comparison of the LMT, COACTIV and a third framework for measuring teacher knowledge showed that the same item would be classified differently in the different frameworks (Karstein 2014).…”

Section: Measuring Teacher Knowledgementioning

confidence: 99%