RUME 14 (Volume 2)
2011
Portland, Oregon
MATHEMATICAL KNOWLEDGE FOR TEACHING: EXEMPLARY HIGH SCHOOL TEACHERS’ VIEWS
Page: 381
Eleven exemplary high school mathematics teachers were interviewed to investigate their views on mathematical knowledge for teaching. Teachers took part in a one-hour interview and discussed a written lesson plan. Teachers believed the following aspects of mathematical knowledge for teaching to be important: (a) building mathematical ideas using prior mathematics, (b) a range of examples that illustrate a mathematical concept, (c) appropriate applications of a concept, (d) connections between mathematical ideas within and beyond the high school curriculum, and (e) various approaches to problem solving. Teachers also discussed the development of their mathematical knowledge for teaching, which they believed came from their teaching experience and personal experiences in addition to coursework.