id: 06297580
dt: a
an: 2014c.00714
au: Fauskanger, Janne; Mosvold, Reidar
ti: Teachers’ mathematical knowledge for teaching equality.
so: Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics learning across the life span", PME 37, Kiel, Germany,
July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for
Science and Mathematics Education at the University of Kiel (ISBN
978-3-89088-288-8). 289-296 (2013).
py: 2013
pu: Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the
University of Kiel
la: EN
cc: H39 C39
ut: mathematical knowledge for teaching; teachers’ knowledge; teachers’
reflections; equal sign; equality
ci:
li:
ab: Summary: This paper has a focus on what can be learned about teachers’
knowledge by analyzing their responses and written reflections to items
developed to measure mathematical knowledge for teaching (MKT). 30
teachers’ responses, as well as written reflections, to one testlet
(five items) are analyzed and discussed. The items focus on relational
and operational understanding of the equal sign. The results indicate
that analyses of teachers’ written reflections provide a richer
picture of teachers’ knowledge than analyses of responses to the
multiple-choice items only. It also appears that teaches draw upon
different domains of MKT in their written reflections than the items
were developed to measure.
rv: