The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index.
The mathematics teacher’s specialised knowledge (MTSK) model*
Open accessAbstract
This paper presents the Mathematics Teacher’s Specialised Knowledge (MTSK) model. It acknowledges earlier contributions to understanding and structuring teachers’ knowledge, in particular, the special debt owed to Shulman’s notion of pedagogical content knowledge and to Ball and collaborators’ Mathematical Knowledge for Teaching (MKT), influential for the specialised nature of one of its sub-domains. The authors’ research with teachers has led them to explore the characteristics of MKT and to refine the descriptors relating to its sub-domains, a task which has underlined the difficulty involved in unambiguously delimiting the boundaries which separate these. As a result, and taking into consideration a broader view of the specialised nature of the teacher’s mathematical knowledge, the authors propose a framework which, whilst respecting the major domains of Content Knowledge and Pedagogical Content Knowledge, regards the specialisation in respect of mathematical knowledge as a property which is inherent to the model and extends across all sub-domains.
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Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
(2014) · Cited by 15,747
National Council of Teachers of Mathematics
(1979) · The Mathematics Teacher · doi:10.5951/mt.72.8.0637 · Cited by 8,499
Content Knowledge for Teaching: What Makes It Special?
Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008) · Journal of Teacher Education · doi:10.1177/0022487108324554 · Cited by 5,388
Handbook of research on teacher education
(1990) · Choice Reviews Online · doi:10.5860/choice.28-1672 · Cited by 3,748
Second Handbook of Research on Mathematics Teaching and Learning.
Lester, F. (2007) · Cited by 3,090
Qualitative Data Analysis: An Introduction
Grbich, C. (2013) · SAGE Publications Ltd eBooks · doi:10.4135/9781529799606 · Cited by 2,032
(1999) · Choice Reviews Online · doi:10.5860/choice.37-2294 · Cited by 1,829
Ma, L., & Ma, L. (1999) · Routledge eBooks · doi:10.4324/9781410602589 · Cited by 1,342
Handbook of International Research in Mathematics Education
(2015) · Routledge eBooks · doi:10.4324/9780203448946 · Cited by 1,006
Cited by
Pedagogical content knowledge (PCK) in higher education: A systematic scoping review
Sarkar, M., Gutierrez-Bucheli, L., Yip, S. Y., Lazarus, M., Wright, C., White, P. J., Ilic, D., Hiscox, T. J., & Berry, A. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104608 · Cited by 55
Pincheira, N., & Alsina, Á. (2021) · Mathematics · doi:10.3390/math9202590 · Cited by 36
Metadata
- Authors
- Carrillo-Yañez, J., Climent, N., Montes, M., Contreras, L. C., Flores-Medrano, E., Escudero-Ávila, D., Vasco, D., Rojas, N., Flores, P., Aguilar-González, Á., Ribeiro, M., & Muñoz-Catalán, M. C.
- Venue
- Research in Mathematics Education
- Publisher
- Informa UK Limited
- Published
- 2018-07-19
- Volume
- 20
- Issue
- 3
- Pages
- 236-253
- ISSN
- 1479-4802 (ISSN-L)
- 1754-0178
- OpenAlex
- W2884987732
- Cited by
- 414
- References
- 32
- FWCI
- 112.77
- Type
- journal article
- Language
- en
- Open access
- green
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- Carrillo-Yañez, J., Climent, N., Montes, M., Contreras, L. C., Flores-Medrano, E., Escudero-Ávila, D., Vasco, D., Rojas, N., Flores, P., Aguilar-González, Á., Ribeiro, M., & Muñoz-Catalán, M. C. (2018). The mathematics teacher’s specialised knowledge (MTSK) model*. Research in Mathematics Education. https://doi.org/10.1080/14794802.2018.1479981
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
