PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
Identifying Change in Secondary Mathematics Teachers’ Pedagogical Content Knowledge
Page: 2-531
Like several other research groups, we have been investigating multiple measures for capturing change in middle and high school teachers’ mathematical pedagogical content knowledge (PCK). This article reports on results among 14 teachers (of 16 enrolled) who have completed a distance-delivered master’s program in mathematics education. The degree program seeks to develop content proficiency, cultural competence, and pedagogical expertise for teaching mathematics. Analysis included pre- and post-program data from classroom observations and written PCK assessment. Results indicate significant changes in curricular content knowledge on the observation instrument and significant changes in discourse knowledge on both the observation instrument and the written assessment. 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.