id: 06003959
dt: j
an: 2012b.00140
au: Bair, Sherry L.; Rich, Beverly S.
ti: Characterizing the development of specialized mathematical content
knowledge for teaching in algebraic reasoning and number theory.
so: Math. Think. Learn. 13, No. 4, 292-321 (2011).
py: 2011
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: B50
ut: grounded theory; teacher education programs; number concepts; elementary
algebra; educational research; pedagogical content knowledge
ci:
li: doi:10.1080/10986065.2011.608345
ab: Summary: This article characterizes the development of a deep and connected
body of mathematical knowledge categorized by Ball and Bassâ€™ (2003b)
model of Mathematical Knowledge for Teaching (MKT), as Specialized
Content Knowledge for Teaching (SCK) in algebraic reasoning and number
sense. The research employed multiple cases across three years from two
content courses designed for elementary and middle-level mathematics
specialists. Qualitative data were collected and a grounded theory
approach to data analysis was employed. The resulting framework
characterizes developmental levels of deep and connected mathematical
content knowledge for teaching algebraic reasoning and number theory
content. The framework consists of four intertwined components related
to a teacherâ€™s ability to (1) solve problems and justify his/her
reasoning, (2) use multiple representations, (3) recognize, use, and
generalize conceptually similar tasks, and (4) pose problems.
Implications for mathematics teacher education programs are discussed
as well as directions for further research.
rv: