Search results for: Hill Heather C.
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In this study, the authors examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Based on their analysis, the authors organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. They conclude by drawing implications for teacher educators and curriculum developers.
Updated: Dec. 06, 2016
In this article, the authors refer to the discussion of appropriate methods for researching professional development. They extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base.
Updated: Jun. 25, 2014
Prospective Teachers’ Learning to Provide Instructional Explanations: How Does It Look and What Might It Take?
In this article, the authors trace changes in the explanations offered by a purposeful sample of PSTs before and after a mathematics content/methods course sequence. The study reveals the limitations in PSTs’ explanations at their entrance to the course sequence. It also documents PSTs’ progress in providing explanations, thus providing existence proof that this practice is learnable.
Updated: Oct. 21, 2012
In this article, the authors report on a conceptual framework developed for identifying and analyzing mathematical features of classroom work. The authors describe their method, including how the authors synthesized the literature on mathematics instruction in classrooms and how they developed their coding scheme. Next, the authors share their conceptualization of the mathematical quality of instruction (MQI) by providing coding guidelines for particular constructs and by illustrating the application of specific codes to two example lessons.
Updated: Aug. 21, 2012
A study was conducted in which measures of mathematical knowledge for teaching developed in the United States were adapted to measure mathematical knowledge for teaching in Ireland. Psychometric and interview-based methods were used to determine a correspondence between the constructs being measured, and ensure the integrity of item performance in the Irish context. The study found overlap between the knowledge that is used to teach in both Ireland and the United States.
Updated: Nov. 17, 2008
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
This study illuminates the claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. A significant, strong, and positive association is found between levels of MKT and the mathematical quality of instruction.
Updated: Nov. 03, 2008