PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 1)
2013
Denver, Colorado
Identifying Change in Secondary Mathematics Teachers’ Pedagogical Content Knowledge
Page: 1-248
Like several other research groups, we have been investigating measures for capturing change in middle and high school teachers’ mathematical pedagogical content knowledge (PCK). This report focuses on 14 teachers who have completed a distance-delivered master’s degree in mathematics education. The group is the first of five cohorts who will complete a program that seeks to develop content proficiency, intercultural competence, and pedagogical expertise for teaching mathematics. Analysis included pre- and post-program data from observations of participants at work and written PCK assessments. Results indicate significant changes in curricular content knowledge and discourse knowledge. Path analyses suggest teacher discourse knowledge as measured by the written assessments is significantly related to discourse knowledge as measured by the post-program observation.