PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Differentiating instances of knowledge of content and students (KCT): Responding to student conjectures
Page: 829
This study investigates the nature of preservice elementary teachers’ knowledge of content and teaching (KCT) through responses to hypothetical student scenarios. Participants demonstrated two types of KCT: (1) specific KCT, which drew from the specific mathematics of the student scenario and most resembles the construct described by Ball, Thames, & Phelps (2008); and (2) general KCT, which presented itself as “canned” mathematical pedagogy. Examples and influences upon each type of KCT are explored to promote discussion on the differentiation of KCT and for further refinement of the concept of general KCT.