Researchers have laid the foundation for what mathematics teachers need to know, a construct referred to as Mathematical Knowledge for Teaching (Ball, Thames, & Phelps, 2008). There is, however, a lack of robust research regarding how Mathematical Knowledge for Teaching (MKT) is developed within professional development settings. The purpose of this qualitative research study, therefore, was to examine how different foci of professional development revealed different domains of MKT. In the immersion setting, the professional development focused on engaging teachers in discourse surrounding teachers' completion of mathematical tasks. In the practice-based setting, the professional development focused on engaging teachers in discourse surrounding student work associated with the mathematical tasks.
","abstract_html":"<p>Researchers have laid the foundation for what mathematics teachers need to know, a construct referred to as Mathematical Knowledge for Teaching (Ball, Thames, & Phelps, 2008). There is, however, a lack of robust research regarding how Mathematical Knowledge for Teaching (MKT) is developed within professional development settings. The purpose of this qualitative research study, therefore, was to examine how different foci of professional development revealed different domains of MKT. In the immersion setting, the professional development focused on engaging teachers in discourse surrounding teachers' completion of mathematical tasks. In the practice-based setting, the professional development focused on engaging teachers in discourse surrounding student work associated with the mathematical tasks.</p>","abstract_has_math":false,"creators":["Harmon, Shannon"],"institution":null,"degree_name":"Ed.S. in Curriculum and Instruction","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Angela T. Barlow","Carol Livingston","Sarah Blackwell"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T03:05:07Z","subjects":["Mathematical Knowledge For Teaching","Professional Development","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/23","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Angela T. Barlow","Carol Livingston","Sarah Blackwell"]},{"key":"dc:creator","label":"Author","values":["Harmon, Shannon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-12-07T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.S. in Curriculum and Instruction"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mathematical Knowledge For Teaching","Professional Development","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://egrove.olemiss.edu/etd/23"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Researchers have laid the foundation for what mathematics teachers need to know, a construct referred to as Mathematical Knowledge for Teaching (Ball, Thames, & Phelps, 2008). There is, however, a lack of robust research regarding how Mathematical Knowledge for Teaching (MKT) is developed within professional development settings. The purpose of this qualitative research study, therefore, was to examine how different foci of professional development revealed different domains of MKT. In the immersion setting, the professional development focused on engaging teachers in discourse surrounding teachers' completion of mathematical tasks. In the practice-based setting, the professional development focused on engaging teachers in discourse surrounding student work associated with the mathematical tasks.
"]},{"key":"dc:title","label":"Title","values":["An Examination of Mathematical Knowledge for Teaching in Professional Development Settings"]}]}],"canonical_facts":{"dc:contributor":["Angela T. Barlow","Carol Livingston","Sarah Blackwell"],"dc:creator":["Harmon, Shannon"],"dc:date.available":["2018-12-07T08:00:00Z"],"dc:description.abstract":["Researchers have laid the foundation for what mathematics teachers need to know, a construct referred to as Mathematical Knowledge for Teaching (Ball, Thames, & Phelps, 2008). There is, however, a lack of robust research regarding how Mathematical Knowledge for Teaching (MKT) is developed within professional development settings. The purpose of this qualitative research study, therefore, was to examine how different foci of professional development revealed different domains of MKT. In the immersion setting, the professional development focused on engaging teachers in discourse surrounding teachers' completion of mathematical tasks. In the practice-based setting, the professional development focused on engaging teachers in discourse surrounding student work associated with the mathematical tasks.
"],"dc:identifier":["https://egrove.olemiss.edu/etd/23"],"dc:subject":["Mathematical Knowledge For Teaching","Professional Development","Science and Mathematics Education"],"dc:title":["An Examination of Mathematical Knowledge for Teaching in Professional Development Settings"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.S. in Curriculum and Instruction"]},"updated_at":"2026-07-24T03:05:07Z"}