Abstract
An important goal of mathematics education reform is to support teacher learning. Toward this end, researchers and teacher educators have investigated ways in which teachers learn about mathematical content, pedagogical strategies, and student thinking as they implement reform. This study extends such work by examining how one elementary school and one high school teacher learned from students' interpretations of new conceptually based representations contained in instructional materials aligned with the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000). Results indicated that teaching with new representations provided a rich context for teacher learning at both the elementary and high school level, and three dimensions were identified along which such learning occurred. The results suggest that pedagogical content knowledge with respect to representations is an important facet of teacher cognition that should be studied in greater depth.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 18-27 |
| Number of pages | 10 |
| Journal | School Science and Mathematics |
| Volume | 103 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2003 |
Funding
The research reported in this paper was supported by the National Science Foundation under Grant No. REC 9806020 and by the James S. McDonnell Foundation under Grant No. 97–59. The opinions expressed in this paper are those of the authors and do not necessarily reflect the views of NSF or the McDonnell Foundation. Editors' Note:
ASJC Scopus subject areas
- Mathematics (miscellaneous)
- Education
- Engineering (miscellaneous)
- Physics and Astronomy (miscellaneous)
- History and Philosophy of Science
