Fostering Middle School Teachers’ Mathematical Knowledge for Teaching via Analysis of Tasks and Student Work
Abstract
Mathematical knowledge for teaching is a complex web of knowledge domains. In this article, we share findings from an 18-month professional development project that aimed to improve middle school mathematics teachers’ mathematical knowledge for teaching (MKT) of proportional reasoning by focusing on the critical analysis of mathematical tasks and student work. Although multiple studies have shown that professional development can contribute to teachers’ MKT globally, little is known about how this knowledge grows and how specific domains of MKT can be targeted through professional development. Findings in this study show how professional development positively influenced participants’ knowledge of content and teaching and knowledge of content and students, two domains of MKT, through teachers’ twinned analyses of tasks and student work in proportional reasoning.
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The reflection prompts were developed in alignment with prior work to invite PMTs to reflect on MKT in the six subdomains.
“We developed the prompts in alignment with Gonz alez et al. (2020), Schilling and Hill (2007), and Özgün-Koca et al. (2020).”
From Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection (2024) · cites this paper as Özgün-Koca et al. (2020)
Cites
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · see citing works
Jacob, R., Hill, H., & Corey, D. (2017) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2016.1273411 · Cited by 154 · see citing works
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Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection
Sapkota, B., & Hayes, A. H. (2024) · School Science and Mathematics · doi:10.1111/ssm.12644 · Cited by 6 · see citing works
- Authors
- Özgün-Koca, S. A., Lewis, & Edwards, T.
- Affiliations
- 1 Wayne State University
- Wayne State University (US)
- Venue
- Mathematics Teacher Educator
- Published
- 2020-09-01
- Volume
- 9
- Issue
- 1
- Pages
- 50-62
- ISSN
- 2167-9789 (ISSN-L)
- OpenAlex
- W3081873736
- Cited by
- 7
- References
- 2
- Citations by year
- 2025: 1 · 2024: 3 · 2022: 1 · 2021: 1 · 2020: 1
- FWCI
- 1.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Mathematics Teacher Educator (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Physical Sciences › Mathematics › Statistics and Probability › Statistics Education and Methodologies
- Keywords
- mathematical knowledge for teaching, proportional reasoning, middle school mathematics teachers, teacher professional development
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