PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Deploying Tasks Assessing Mathematical Knowledge for Teaching as Tasks for Professional Preparation
Page: 770
Mathematical knowledge for teaching (MKT) has been shown to be a measurable construct impacting instructional quality and student outcomes. The primary examples that educators have for MKT tasks are those that were designed and validated for assessment purposes. It is not known to what extent features of a task that support its use as assessment may support or hinder its use in instruction. We examine this tension by studying the use of two such MKT tasks in a course for prospective teachers. Key considerations for using MKT tasks in professional preparation tasks were how the MKT task represents teaching practice and the possible purposes of using that representation in teacher education.