Knowledge for teaching secondary school mathematics: what counts?

Goos, Merrilyn (2013). Knowledge for teaching secondary school mathematics: what counts?. In: Lighthouse Delta 2013: The Ninth Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics. 9th Delta Conference on Teaching and Learning of Undergraduate Mathematics and Statistics (Lighthouse DELTA 2013), Kiama, NSW, Australia, (972-983). 24-29 November 2013. doi:10.1080/0020739X.2013.826387


Author Goos, Merrilyn
Title of paper Knowledge for teaching secondary school mathematics: what counts?
Conference name 9th Delta Conference on Teaching and Learning of Undergraduate Mathematics and Statistics (Lighthouse DELTA 2013)
Conference location Kiama, NSW, Australia
Conference dates 24-29 November 2013
Proceedings title Lighthouse Delta 2013: The Ninth Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics   Check publisher's open access policy
Journal name International Journal of Mathematical Education in Science and Technology   Check publisher's open access policy
Place of Publication Oxfordshire, United Kingdom
Publisher Taylor & Francis
Publication Year 2013
Year available 2013
Sub-type Article (original research)
DOI 10.1080/0020739X.2013.826387
Open Access Status Not yet assessed
ISSN 0020-739X
1464-5211
Volume 44
Issue 7
Start page 972
End page 983
Total pages 12
Language eng
Abstract/Summary This article discusses key issues surrounding the nature and development of professional knowledge for effective teaching of mathematics, especially at the secondary school level. In the education research community it is generally accepted that teachers need more than knowledge of the content they will teach; an additional construct, pedagogical content knowledge, has been proposed to describe the knowledge teachers need in order to make the content comprehensible to learners. Studies demonstrate that mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) predict students’ mathematics achievement gains, and that PCK has the greater influence on achievement. However, the relationship between these two types of knowledge, and how their development might be influenced by studying university level mathematics, remains unclear. The article reports on an Australian study of the knowledge for teaching mathematics of prospective secondary school teachers, which found that MCK is a statistically significant predictor of PCK, and vice versa, although in each case only a small proportion of the variance in the outcome variable was explained. A higher level of prior mathematical experience was also associated with higher levels of MCK, but not PCK. These results suggest that although university level study of mathematics may be beneficial in developing secondary school MCK, it does not have a significant influence on PCK and is therefore inadequate, on its own, for preparing effective teachers of secondary school mathematics.
Keyword Mathematical knowledge for teaching
Pedagogical content knowledge
Mathematical content knowledge
Mathematics teacher preparation
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes This special issue of International Journal of Mathematical Education in Science and Technology (iJMEST) features selected scholarship and research papers from the Ninth Annual Delta Conference, held in Kiama, Australia in November 2013.

Document type: Conference Paper
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
 
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Created: Fri, 30 Aug 2013, 19:11:37 EST by Claire Backhouse on behalf of School of Education