Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study

From Section:
Instruction in Teacher Training
Oct. 18, 2008

Source: Cognition and Instruction. Volume 26, Issue 4; October 2008. pg. 430

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.
We use a series of five case studies and associated quantitative data to detail how MKT is associated with the mathematical quality of instruction.
A significant, strong, and positive association is found between levels of MKT and the mathematical quality of instruction.
Furthermore, we find that there are a number of important factors that mediate this relationship, either supporting or hindering teachers' use of knowledge in practice.

Updated: Apr. 26, 2022
Case studies | Instruction | Knowledge | Mathematics | Teacher knowledge | Teaching