
06003959
j
2012b.00140
Bair, Sherry L.
Rich, Beverly S.
Characterizing the development of specialized mathematical content knowledge for teaching in algebraic reasoning and number theory.
Math. Think. Learn. 13, No. 4, 292321 (2011).
2011
Taylor \& Francis (Routledge), Philadelphia, PA
EN
B50
grounded theory
teacher education programs
number concepts
elementary algebra
educational research
pedagogical content knowledge
doi:10.1080/10986065.2011.608345
Summary: This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (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 middlelevel 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 teacher'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.