
06561704
j
2016c.00528
Selling, Sarah Kate
Garcia, Nicole
Loewenberg Ball, Deborah
What does it take to develop assessments of mathematical knowledge for teaching?: Unpacking the mathematical work of teaching.
Math. Enthus. 13, No. 12, 3551 (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 knowledge
assessment development
research
primary education
professional development
educational diagnosis
mathematical work of teaching framework
mathematical objects
http://www.math.umt.edu/tmme/Vol13no1and2/02Sellingetal.pdf
Summary: In the context of the increased mathematical demands of the Common Core State Standards and data showing that many elementary school teachers lack strong mathematical knowledge for teaching, there is an urgent need to grow teachers' MKT. With this goal in mind, it is crucial to have research and assessment tools that are able to measure and track aspects of teachers' MKT at scale. Building on the concept of ``mathematical tasks of teaching", we report on a new framework that unpacks the mathematical work of teaching that could serve as a scaffold for item writers who are developing assessments of MKT. We argue that this framework supports a focus on the mathematical work of teaching that moves beyond common content knowledge but without moving into a space of pedagogical choice. We also illustrate how the framework was constructed to highlight connections within and across the mathematical content of elementary school. The mathematical work of teaching framework has implications for assessment development at scale, and could be useful as an organizing tool in mathematics teacher education efforts to grow teachers' MKT.