University of Mississippi
An Examination of Mathematical Knowledge for Teaching in Professional Development Settings
Abstract
dc:description.abstract<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>
Degree
thesis:*- Name thesis:degree_name
- Ed.S. in Curriculum and Instruction
- Level thesis:degree_level
- Dissertation
- Year dc:date.available
- 2011
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Harmon, Shannon
- Contributors dc:contributor
-
- Angela T. Barlow
- Carol Livingston
- Sarah Blackwell
Subjects
dc:subject × 3Identifiers
dc:identifier.*- Repository record dc:identifier
- https://egrove.olemiss.edu/etd/23
- OAI identifier oai:identifier
- oai:egrove.olemiss.edu:etd-1022