Peer reviewed
Download full textERIC Number: ED606905
Record Type: Non-Journal
Publication Date: 2019
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Horizon Content Knowledge in Preservice Teacher Textbooks: An Application of Network Analysis
Jauchen, Joanna G.
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019)
Horizon Content Knowledge (HCK, Ball, Thames & Phelps, 2008), knowledge that teachers hold about the interconnectedness of mathematics, has been recognized as an integral component of Mathematics Knowledge for Teaching, yet little is known about how or where it is taught in the preservice teacher (PST) curriculum or how researchers should study HCK. This study used network analysis to examine HCK in the context of undergraduate PST textbooks. I describe my approach to the study and report on the analytical questions I encountered. I then describe the affordances and constraints of network analysis for understanding HCK and reflect on the power of this tool to understand HCK in a variety of contexts. [For the complete proceedings, see ED606556.]
Descriptors: Pedagogical Content Knowledge, Textbook Content, Preservice Teachers, Teacher Education Curriculum, Undergraduate Students, Elementary School Mathematics, Numbers, Common Core State Standards, Network Analysis
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
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Authoring Institution: N/A
Grant or Contract Numbers: N/A
