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Direct linkCampbell, Matthew P.; Lee, Hollylynne Stohl – School Science and Mathematics, 2017
To make progress toward ambitious and equitable goals for students' mathematical development, teachers need opportunities to develop specialized ways of knowing mathematics such as mathematical knowledge for teaching (MKT) for their work with students in the classroom. Professional learning communities (PLCs) are a common model used to support…
Descriptors: Mathematics Instruction, Knowledge Base for Teaching, Communities of Practice, Teacher Collaboration
Nesmith, Suzanne M.; Cooper, Sandi – School Science and Mathematics, 2019
Young children are capable of engaging in STEM investigations when they are guided by skilled and knowledgeable teachers. However, many elementary teachers may lack sufficient STEM content knowledge and report feeling unprepared to teach STEM content. Two university faculty members in mathematics and science education, worked to cultivate and…
Descriptors: STEM Education, Elementary School Students, Elementary School Teachers, Knowledge Base for Teaching
Knapp, Andrea K.; Barrett, Jeffrey E.; Moore, Cynthia J. – School Science and Mathematics, 2016
This study investigated the ways in which four middle grades teachers developed mathematical knowledge for teaching (MKT) geometry as they implemented dynamic geometry software in their classrooms with the assistance of a coach. Teachers developed various components of MKT by observing coaches teach, by dynamic discourse with students, which is…
Descriptors: Middle School Teachers, Knowledge Base for Teaching, Mathematics Instruction, Geometry
Garner, Mary L.; Watson, Virginia; Rogers, Beth; Head, Catherine – School Science and Mathematics, 2017
Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and…
Descriptors: Mathematics Teachers, Faculty Development, Communities of Practice, Teacher Competencies
Piccolo, Diana – School Science and Mathematics, 2008
Multiple views have been presented on how mathematical content knowledge should be taught in order to ensure quality instruction in the classroom. However, the ability to teach mathematics content is influenced by general pedagogy, pedagogical content knowledge and mathematical content knowledge. Nevertheless, all pedagogical competencies and…
Descriptors: Knowledge Base for Teaching, Pedagogical Content Knowledge, Mathematics Instruction, Teaching Methods
Mohr, Margaret – School Science and Mathematics, 2006
Research indicates that U. S. teachers' mathematical knowledge continues to be weak, and there is an inherent difference between the mathematical knowledge needed to be an effective teacher and that needed by a mathematician. In this article, the author discusses pedagogical content knowledge. According to Schulman (1987), pedagogical content…
Descriptors: Pedagogical Content Knowledge, Mathematics Education, Knowledge Base for Teaching, Teacher Competencies
