ERIC Number: EJ796788
Record Type: Journal
Publication Date: 2007
Reference Count: 0
How Do Domains of Knowledge Integrate into Mathematics Teachers' Practice?
Escudero, Isabel; Sanchez, Victoria
Journal of Mathematical Behavior, v26 n4 p312-327 2007
This study is a part of a research project that seeks to characterize the relationship between mathematics teachers' knowledge and their practice. In this paper, we focus on identifying the characteristics of subject matter knowledge and pedagogical content knowledge that two teachers integrate in decisions they make about the introduction of specific mathematical content. Then, we examine the changes that arise in their classrooms as their plans are put in action. Data were obtained through audiotapes of several semi-structured interviews, through observations, and through videotapes. Although the two teachers in this study had similar backgrounds and experiences, our analysis shows differences in the characteristics of the domains of knowledge they integrated in their planning as well as differences in the adaptations that each made in the classroom. In this sense, this study contributes to better understanding the complexity of teachers' professional practice.
Descriptors: Knowledge Base for Teaching, Mathematics Teachers, Pedagogical Content Knowledge, Mathematics Instruction, Research Projects
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Publication Type: Journal Articles; Reports - Evaluative
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