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ERIC Number: EJ1090173
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1479-4802
Using the Knowledge Quartet to Develop Mathematics Content Knowledge: The Role of Reflection on Professional Development
Turner, Fay
Research in Mathematics Education, v14 n3 p253-271 2012
In this paper I report findings from a four year study of beginning elementary school teachers which investigated development in their mathematical knowledge for teaching (MKT). The study took a developmental research approach, in that the teachers and the researcher collaborated to develop the mathematics teaching of the teachers, while also trying to understand how such development occurred and might be facilitated. The Knowledge Quartet (KQ) framework was used as a tool to support focused reflection on the mathematical content of teaching, with the aim of promoting development in mathematical content knowledge. Although I focused primarily on whether and how focused reflection using the KQ would promote development, it was impossible to separate this from other influences, and in this paper I discuss the ways in which reflection was found to interrelate with other areas of influence. I suggest that by helping the teachers to focus on the content of their mathematics teaching, within the context of their experience in classrooms and of working with others, the KQ framework supported development in the MKT of teachers in the study.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom