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What is Mathematics Content Knowledge for MTEs

Chapter 14
Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
Mathematics content knowledge that varies from the mathematics knowledge needed for training future professionals in other fields. For example, understanding and being able to use multiple ways to approach and solve a problem or being able to identify explicit connections between different representations of a problem or solution such as the ability to identify alignment between numeric, algebraic, and geometric representations.
Published in Chapter:
Mathematics Teacher Educators' TPACK and MKT Knowledge Domains: Designing Online Discussion Blogs
Anne Marie S. Marshall (Berry College, USA) and Kadian M. Callahan (Kennesaw State University, USA)
Copyright: © 2016 |Pages: 28
DOI: 10.4018/978-1-5225-0120-6.ch014
Abstract
In this chapter, two Mathematics Teacher Educators (MTEs) describe a study that examined the ways that they drew upon their knowledge domains, grounded in the TPACK framework and the Mathematical Knowledge for Teaching (MKT) framework, to design and utilize online discussion blogs as instructional tools to enhance preservice elementary teachers' learning of geometry and measurement. The findings indicate that more attention is warranted on the interrelationships between TPACK and MKT knowledge domains, specifically when MTEs engage in collaborative planning. This work is significant because it illuminates the need for further coding granularity consideration driven by the complexities resident in the construct of Pedagogical Content Knowledge, when analyzing MTEs' engagement with mathematics activities that use technology.
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