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ERIC Number: EJ1038186
Record Type: Journal
Publication Date: 2014-Apr
Pages: 27
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-1386-4416
Teachers' Use of Their Mathematical Knowledge for Teaching in Learning a Mathematics Learning Trajectory
Wilson, P. Holt; Sztajn, Paola; Edgington, Cyndi; Confrey, Jere
Journal of Mathematics Teacher Education, v17 n2 p149-175 Apr 2014
In the past decade, research on learning trajectories has progressed from an agenda for research on student learning to include an agenda for research on teaching. In this paper, we use a design experiment to examine a professional development program created to support teacher learning of one learning trajectory. Using a re-interpretation of Ball and colleagues' mathematics knowledge for teaching framework, we conducted a retrospective analysis to examine how a purposefully selected sample of three teachers used their knowledge to participate in discussions of the professional learning tasks designed to support teacher learning of the trajectory. Findings indicate that professional learning tasks focusing on pedagogical content knowledge present in learning trajectories also allow for teacher learning of subject matter knowledge; this learning is mediated by teachers' prior mathematics knowledge for teaching. We conclude with considerations for researchers and professional developers seeking to support teachers in learning about learning trajectories.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A