PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Reconceptualizing mathematics teacher knowledge in domain specific terms
Page: 1228
The question of what teachers need to know about their subjects to be able to promote powerful and flexible knowledge and understanding among their students has been difficult to answer. This difficulty has been a result of the many different conceptualizations of teacher knowledge, which until now have mostly been general and not domain specific enough. In an effort to promote a shift from these, this study used the Knowledge of Algebra for Teaching (KAT) project’s conceptualization of knowledge for teaching algebra and the instruments developed from that project. Factor analysis of data collected has not only corroborated the KAT project’s hypothesized knowledge but also pointed to a need to reconsider some of the assumptions made in the KAT framework. As a result, a new conceptualization of knowledge for teaching algebra that allows teacher knowledge to be assessed in measurable terms will be discussed.