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ERIC Number: EJ946774
Record Type: Journal
Publication Date: 2011
Pages: 30
Abstractor: As Provided
ISSN: ISSN-1098-6065
Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory
Bair, Sherry L.; Rich, Beverly S.
Mathematical Thinking and Learning: An International Journal, v13 n4 p292-321 2011
This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two content courses designed for elementary and middle-level mathematics specialists. Qualitative data were collected and a grounded theory approach to data analysis was employed. The resulting framework characterizes developmental levels of deep and connected mathematical content knowledge for teaching algebraic reasoning and number theory content. The framework consists of four intertwined components related to a teacher's ability to (1) solve problems and justify his/her reasoning, (2) use multiple representations, (3) recognize, use, and generalize conceptually similar tasks, and (4) pose problems. Implications for mathematics teacher education programs are discussed as well as directions for further research. (Contains 7 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 8; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A