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Recent scholarship has explored mathematical demands faced by mathematics teacher educators and ways to support their development, but little attention has been given to the basic question of how mathematics teacher educators think about content knowledge for teaching. Knowing what they think could inform efforts to support them. Our analysis reveals that some think about mathematical knowledge for teaching as an independent, abstracted resource to be taught and learned in relative isolation from teaching, while others think about it as dynamic, situated work. We argue that this key difference matters for how they work with teachers. Further, our analysis reveals that their thinking about both teaching and justice interacts with their thinking about mathematical knowledge for teaching and that their thinking in these other two domains can be a resource for supporting their mathematical development.
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BUILDING EFFECTIVE INSTRUMENT DEVELOPMENT TEAMS: TWO CASE STUDIES
Two case studies are presented to demonstrate the importance of intentionally utilizing subject matter expert and psychometrician expertise throughout the development process for cognitive and affective mathematical instruments. While the cases are unique, both empirically support the need for continued and thoughtful collaborative efforts during mathematical instrument development to produce meaningful measures.
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- Award ID(s):
- 2201164
- PAR ID:
- 10519452
- Publisher / Repository:
- 15th International Congress on Mathematics Education. Sydney
- Date Published:
- Format(s):
- Medium: X
- Location:
- Sydney, Australia
- Sponsoring Org:
- National Science Foundation
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