The development of beginning mathematics teacher pedagogical content knowledge
- 2.3k Downloads
Recent research efforts (Schmidt et al. in The preparation gap: teacher education for middle school mathematics in six countries, MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in J Teacher Educ 59:389–407, 2008). Building on the initial conceptual framework of Magnusson et al. (Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area.
KeywordsTeacher knowledge Beginning teachers Pedagogical content knowledge
This manuscript is based upon work supported by the National Science Foundation under grant ESI-0553929. Any opinions, findings, conclusions, and recommendations in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
- Ball, D. L., & Bass, H. (2003). Toward practice-based theory of mathematical knowledge for teaching. In B. Davis & E. Simmt (Eds.), Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group (pp. 3–14). Edmonton, AB: AMESG/GCEDM.Google Scholar
- Chval, K. (2008). Determining and responding to teacher professional development needs. Paper commissioned by Horizon Research, Inc. Available at: http://pdmathsci.net/reports/pi_memos/alm.pdf.
- Hill, H. C., Ball, D. L., & Shilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, 372–400.Google Scholar
- Horn, I. S., (2009, September). The development of pedagogical content knowledge in collaborative high school teacher communities. Paper presented at the psychology in mathematics education annual meeting, Atlanta, GA.Google Scholar
- Lappan, G., Fey, J. T., Fitzgerald, W. M., Friel, S. N., & Phillips, E. D. (2006). Connected mathematics series (2nd ed.). Boston, MA: Pearson Prentice Hall.Google Scholar
- Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Dordrecht, The Netherlands: Kluwer.Google Scholar
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
- NCATE. (2003). Programs for initial preparation of mathematics teachers: Standards for middle level mathematics teachers. Retrieved from http://www.ncate.org/LinkClick.aspx?fileticket=2rnqh%2bt9zhE%3d&tabid=676.
- Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
- Philipp, R. A., Ambrose, R., Lamb, L. C., Sowder, J. T., Schappelle, B. P., Sowder, L., et al. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38, 438–476.Google Scholar
- Pirie, S. E. B. (1996). Classroom video-recording: When, why and how does it offer a valuable data source for qualitative research? (report no. SE-059-195). In Annual meeting of the north American chapter of the international group for the psychology of researching teacher knowledge 23 mathematics education, Columbus, OH (ERIC/CSMEE Document Reproduction Service No. ED 401 128).Google Scholar
- Ponte, J. P., & Chapman, O. (2006). Mathematics teachers’ knowledge and practices. In A. Gutierrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 461–494). Rotterdam: Sense.Google Scholar
- Schempp, P. G. (1995). Learning on the job: An analysis of the acquisition of a teacher’s knowledge. Journal of Research and Development in Education, 28(4), 237–244.Google Scholar
- Schmidt, W. H., et al. (2007) The preparation gap: Teacher education for middle school mathematics in six countries. MSU Center for Research in Mathematics and Science Education. Retrieved on May 24, 2011 at http://usteds.msu.edu/MT21Report.pdf.
- Shulman, L. S. (1987). Knowledge and teaching. Harvard Educational Review, 57(1), 1–22.Google Scholar
- Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404–411.Google Scholar