
06561705
j
2016c.00529
Phelps, Geoffrey
Howell, Heather
Assessing mathematical knowledge for teaching: the role of teaching context.
Math. Enthus. 13, No. 12, 5270 (2016).
2016
Information Age Publishing (IAP), Charlotte, NC; University of Montana, Department of Mathematical Sciences, Missoula, MT
EN
D69
D39
teacher education
professional knowledge
subject content knowledge
mathematical knowledge for teaching
teacher assessment
teacher knowledge
educational diagnosis
contextualization
role of teaching context
context relevance
professional development
http://www.math.umt.edu/tmme/Vol13no1and2/03HowellPhelps.pdf
Summary: Assessments of mathematical knowledge for teaching (MKT),which are often designed to measure specialized types of mathematical knowledge, typically include a representation of teaching practice in the assessment task. This analysis makes use of an existing, validated set of 10 assessment tasks to both describe and explore the function of the teaching contexts represented. We found that teaching context serves a variety of functions, some more critical than others. These context features play an important role in both the design of assessments of MKT and the types of mathematical knowledge assessed.