Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development

Authors

Joy W. Black, University of West GeorgiaFollow

Document Type

Article

Publication Date

2009

Abstract

In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content knowledge, and instructional practices change as a result of professional development which gives attention to increasing both types of knowledge?

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Black, Joy W. (2009) "Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development," Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators: Vol. 3: Iss. 1, Article 3.
DOI: 10.20429/gamte.2009.030103
Available at: https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol3/iss1/3