Assessing the Structure of Knowledge in Teaching Mathematics
Understanding how elementary teachers’ mathematical knowledge for teaching develops and how it influences instruction and student learning has been a persistent challenge in mathematics education. Very few measures exist that allow researchers to reliably assess the nature of teachers’ mathematical knowledge. The purpose of this study is to develop measures of mathematical knowledge for teaching in both novices and experienced elementary teachers to more effectively assess teacher knowledge and its relationship to student learning. This study will take advantage of recent psychometric and methodological advances to develop more sophisticated and sensitive measures of teachers’ mathematical knowledge for teaching.
National Science Foundation $475,565
Laine P. Bradshaw
Associate Professor, Educational Psychology
Erik D. Jacobson
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