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ERIC Number: EJ1057636
Record Type: Journal
Publication Date: 2015-May
Pages: 23
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1571-0068
Teachers' Knowledge of the Concept of a Function: A Theoretical Framework
Nyikahadzoyi, Maroni Runesu
International Journal of Science and Mathematics Education, v13 n2 suppl p261-283 May 2015
In order to teach mathematics effectively, mathematics teachers need to have a sound mathematical knowledge, but what constitutes sound mathematical knowledge for teaching is subject to debate. This paper is an attempt to unpack what constitutes teacher knowledge of the concept of a function which is a unifying idea in the mathematics curriculum. The central components of the framework, which will be elaborated on in this paper, are: teachers' subject matter knowledge, teachers' pedagogical content knowledge, teachers' technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge in relation to the concept of a function. The framework is informed by Shulman's ("Educational Researcher" 15:4-14, 1986) "Types of Teachers Knowledge Framework," Ball, Bass & Hill 29:14-17, 20-22, 43-46 (2005)" Mathematical Knowledge for Teaching Framework," and Mishra & Koehler's ("Teachers College Record" 108:1017-1054, 2006) Technological Pedagogical Content Knowledge (TPACK) framework.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A