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ERIC Number: EJ1144696
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: EISSN-2156-1400
Comparing the Major Definitions of Mathematics Pedagogical Content Knowledge
Johnson, Jeffrey
Journal of Mathematics Education at Teachers College, v8 n1 p19-28 Spr 2017
The purpose of this research was to compare two definitions and assessments of Mathematics Pedagogical Content Knowledge (PCK). As part of a larger study, nine current and future teachers took an online version of the Measures of Knowledge for Teaching (MKT)--Mathematics assessment and the Cognitively Activating Instruction in Mathematics (COACTIV) assessment. Participants answered questions that demonstrated their understanding of students' misconceptions, ability to utilize multiple representations and methods, and knowledge of materials that they may be using for instruction. The data were analyzed, and the results indicate that teachers' scores on these two tests are correlated, but that the individual areas of knowledge were not.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A