Student Teacher Knowledge and Its Impact on Task Design

This study investigated how student teachers used their mathematical knowledge for teaching and pedagogical knowledge to design and modify mathematical tasks. It also examined the relationship between teacher knowledge and the cognitive demands of a task. The study relied heavily on the framework in Hill, Ball, and Shilling (2008), which describes the different domains of knowledge in mathematical knowledge for teaching, and the framework on the cognitive demands of mathematical tasks in Stein, Smith, Henningsen, and Silver (2000). Results of the study indicated that the student teachers used their common content knowledge when they lacked sufficient knowledge in other domains, especially specialized content knowledge, to perform a particular job of teaching. There was often a decrease in the cognitive demands of a task when it was modified by the student teachers. These drops were often associated with a lack of specialized content knowledge.

Name thesis:degree_name

MA

Grantor dc:publisher

Brigham Young University - Provo

Author dc:creator

• Cannon, Tenille

• teacher knowledge
• mathematical tasks
• mathematical knowledge for teaching
• Science and Mathematics Education

Language dc:language

English

Repository record dc:identifier

https://scholarsarchive.byu.edu/etd/1456

OAI identifier oai:identifier

oai:scholarsarchive.byu.edu:etd-2455