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ERIC Number: EJ978721
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-1557-5284
Depth of Teachers' Knowledge: Frameworks for Teachers' Knowledge of Mathematics
Holmes, Vicki-Lynn
Journal of STEM Education: Innovations and Research, v13 n1 p55-71 Jan-Mar 2012
This article describes seven teacher knowledge frameworks and relates these frameworks to the teaching and assessment of elementary teacher's mathematics knowledge. The frameworks classify teachers' knowledge and provide a vocabulary and common language through which knowledge can be discussed and assessed. These frameworks are categorized into two classes: content knowledge and content knowledge for teaching. Content knowledge frameworks include Bloom's Taxonomy (1956); Skemp's (1976) Instrumental and Relational Understandings; Hiebert and Carpenter's (1992) Procedural and Conceptual Understandings; Webb's (2002) Depth of Knowledge; and Porter's (2002) Cognitive Complexities. Content knowledge for teaching frameworks includes Schulman's (1986) Type of Teachers Knowledge and Ball's (2000) Mathematical Knowledge for Teaching. The article concludes with examples of quantitative assessments of teachers mathematics knowledge based on these teacher knowledge frameworks. (Contains 10 figures and 4 tables.)
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A