Toward a framework for the development of mathematical knowledge for teaching |
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| Authors: | Jason Silverman and Patrick W Thompson |
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| Institution: | (1) Drexel University, Philadelphia, PA, USA;(2) Arizona State University, Phoenix, AZ, USA |
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| Abstract: | 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.
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| Keywords: | Mathematical knowledge for teaching Pedagogical content knowledge Mathematics teacher education |
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