ERIC Number: EJ977636
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0272
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Available Date: N/A
MKT and Curriculum Materials Are Only Part of the Story: Insights from a Lesson on Fractions
Sleep, Laurie; Eskelson, Samuel L.
Journal of Curriculum Studies, v44 n4 p537-558 2012
This paper investigates the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the mathematical quality of instruction by comparing the enactment of a fractions problem taught by two teachers with differing MKT. It was found that MKT seem to support teachers' precise use of mathematical language and to prevent errors; the curriculum materials provided a rich representational context for mathematical work. However, teachers' orientations toward mathematics and mathematics teaching and their goals for student learning also seemed to contribute to their use of curriculum materials to engage students with rich mathematics and to support students' participation in the development of the mathematics. Although orientations and goals made it more likely for a teacher to use multiple representations and elicit multiple solution methods, MKT was needed to productively use these elements in instruction. Based on this analysis, it is argued that there are aspects of developing orientations and goals that are related to MKT. (Contains 5 notes and 2 figures.)
Descriptors: Mathematics Education, Mathematics Instruction, Curriculum Implementation, Mathematics Curriculum, Instructional Materials, Mathematics Materials, Pedagogical Content Knowledge, Goal Orientation, Teacher Characteristics, Mathematics, Grade 6, Comparative Analysis, Teacher Effectiveness, Federal Programs, Elementary School Teachers, Computation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 6
Audience: N/A
Language: English
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Authoring Institution: N/A
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