Session Information
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Proceeding
Abstract of proposed session
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?
Keywords
Mathematics education, Content knowledge, Pedagogical content knowledge, Secondary teachers, Algebra I, Instructional practices, Professional development
Recommended Citation
Black, Joy W., "Paper 2: Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development" (2009). Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference. 3.
https://digitalcommons.georgiasouthern.edu/gamte/2009/proceedings/3
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Paper 2: Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development
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?
