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Commentary on Section 1: Mounting Progress on Understanding Mathematics Teacher Content Knowledge

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Research Trends in Mathematics Teacher Education

Part of the book series: Research in Mathematics Education ((RME))

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Abstract

Each of the four research reports in this section examines mathematical knowledge held or needed by teachers for a specific area of mathematics or a specific aspect of teaching. In addition, each raises issues related to teacher content knowledge beyond its specific focus. This commentary identifies a set of broader issues, situates the reports in this landscape, and uses the reports to sharpen the focus of these broader issues into suggestions for future work.

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Notes

  1. 1.

    Patricio Herbst suggested this particular formulation of the problem to me—a dearth of observation instruments.

References

  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.

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  • Bradshaw, L., Izsák, A., Templin, J., & Jacobson, E. (2014). Diagnosing teachers’ understanding of rational numbers: Building a multidimensional test within the diagnostic classification framework. Educational Measurement: Issues and Practice, 33, 2–14. doi:10.1111/emip.12020.

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  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

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Author information

Authors and Affiliations

  1. School of Education, University of Michigan, Ann Arbor, MI, USA

    Mark Hoover

Authors
  1. Mark Hoover
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Correspondence to Mark Hoover .

Editor information

Editors and Affiliations

  1. Department of Mathematics, Western Michigan University, Kalamazoo, Michigan, USA

    Jane-Jane Lo

  2. Department of Mathematics Education, Brigham Young University, Provo, Utah, USA

    Keith R. Leatham

  3. Department of Mathematics, Western Michigan University, Kalamazoo, Michigan, USA

    Laura R. Van Zoest

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Hoover, M. (2014). Commentary on Section 1: Mounting Progress on Understanding Mathematics Teacher Content Knowledge. In: Lo, JJ., Leatham, K., Van Zoest, L. (eds) Research Trends in Mathematics Teacher Education. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02562-9_5

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