PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Discourse in mathematics pedagogical content knowledge
Page: 170
What is happening for in-service teachers at the classroom intersection of mathematics, culture(s), teaching, and learning? How can knowing the answer to that question inform teacher preparation, induction, and development? In ongoing efforts to model and measure the intercultural and relational aspects of pedagogical content knowledge, we present a model and data analyses. The focus is teacher learning and intercultural orientation development. Data are pre- and post-program written tests, surveys, and classroom observations among four cohorts (70 in-service teachers) enrolled in a two-year master’s program. The focus at the conference was harvesting the intellectual power of the audience to consider questions about the connections – qualitative, quantitative, and otherwise – among core constructs in pedagogical content knowledge, the thinking that teachers do in connecting them, and how knowing about intercultural orientation and how it plays out in the classroom can inform teacher education and professional development.