
06297580
a
2014c.00714
Fauskanger, Janne
Mosvold, Reidar
Teachers' mathematical knowledge for teaching equality.
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 28August 2, 2013. Vol. 2. Kiel: IPNLeibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 9783890882888). 289296 (2013).
2013
Kiel: IPNLeibniz Institute for Science and Mathematics Education at the University of Kiel
EN
H39
C39
mathematical knowledge for teaching
teachers' knowledge
teachers' reflections
equal sign
equality
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 multiplechoice items only. It also appears that teaches draw upon different domains of MKT in their written reflections than the items were developed to measure.