PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
Illustrating A Theory of Pedagogical Content Knowledge for Secondary and Post-Secondary Mathematics Instruction
Page: 2-363
The accepted framing of pedagogical content knowledge (PCK) as mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach mathematics? Many have worked to address this question, particularly among K-8 teachers. What about teachers with broader mathematics knowledge (e.g., from algebra to proof-based understandings of topics in advanced mathematics)? There is a need for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. This theory development piece offers background and examples for an extended theory of PCK as the interplay among conceptually-rich mathematical understandings, experience of teaching, and multiple culturally-mediated classroom interactions.