This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the…

While recent national and international assessments have shown mathematical progress being made by US students, little to no gains are evident in the areas of geometry and measurement. These reports also suggest that practicing teachers have traditionally had few opportunities to engage in content learning around topics in geometry and…

Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subject matter, students, and teaching. Studying this mathematical knowledge for teaching (MKT)…

While teaching, teachers need to access both their knowledge of mathematics and knowledge of pedagogy. Practice-based materials afford teachers opportunities to reason about both mathematics and pedagogy within the context of teaching. Accepted systems exist for explaining and reasoning in the domain of mathematics; logic, procedures, and…