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ERIC Number: EJ1114045
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1442-3901
Why Are Mathematics Teachers "Not Sure"?
Fauskanger, Janne; Mosvold, Reidar
Mathematics Teacher Education and Development, v18 n2 p107-123 2016
Researchers have widely adopted measures of teachers' mathematical knowledge for teaching (MKT). This paper investigates why teachers select "I'm not sure" as a suggested solution in MKT items. In this study, in-service teachers responded to multiple-choice MKT items, they submitted written responses to open-ended questions, and they discussed these items in group discussions. We analyse the different kinds of responses from three teachers in depth. A framework of cognitive types of teacher knowledge--distinguishing between Type 1, Type 2 and Type 3 knowledge--was applied in the analysis. We suggest that one teacher selected "I'm not sure" due to insufficient MKT, whereas the other two teachers appeared to have Type 1 and Type 2 knowledge. These findings provide proof that the knowledge teachers utilise in responses to open-ended questions and group discussions does not necessarily mirror the knowledge used when selecting a particular multiple-choice response.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A