Assessing didactic mathematical knowledge for teaching geometry transformation

Mathematical Knowledge for Teaching High School Geometry

This paper documents efforts to develop an instrument to measure mathematical knowledge for teaching high school geometry (MKT-G). We report on the process of developing and piloting questions that purported to measure various domains of MKT-G. Scores on the final set of items had no statistical relationship with total years of experience teaching, but all domain scores were found to have stati...

Assessing Mathematical Knowledge for Teaching: The Role of Teaching Context

Assessments of mathematical knowledge for teaching (MKT), which are often designed to measure specialized types of mathematical knowledge, typically include a representation of teaching practice in the assessment task. This analysis makes use of an existing, validated set of 10 assessment tasks to both describe and explore the function of the teaching contexts represented. We found that teachin...

Mathematical Knowledge for Teaching and Visualizing Differential Geometry

In recent decades, education researchers have recognized the need for teachers to have a nuanced content knowledge in addition to pedagogical knowledge, but very little research was conducted into what this knowledge would entail. Beginning in 2008, math education researchers began to develop a theoretical framework for the mathematical knowledge needed for teaching, but their work focused prim...

Perspectives on Mathematical Knowledge for Teaching

Citizens’ possibilities to develop intuition and mathematical ideas appear in modern society through instrumentation and instrumentalization: Technology does not only shape the actions of the users but also the mathematical objects to be investigated are shaped by the users. The constructivist viewpoint states that both making of mathematics and teaching of mathematics must relate to this instr...

Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction