Document Type

Presentation Abstract

Presentation Date

2-23-2012

Abstract

Pedagogical content knowledge is an important construct in teacher education (Schulman, 1987). This category of teacher knowledge extends beyond prerequisite knowledge of subject matter to a dimension of subject matter knowledge that is used for teaching. Ball and Hill (2005) have developed a measure of pedagogical content knowledge in mathematics and have shown that teachers’ possession of such knowledge is positively related to student achievement. Not surprisingly, many recent educational reform efforts in mathematics have been directed towards the development of pedagogical content knowledge in teachers.

In this presentation I will share with you the results of my ongoing research associated with the Middle School Mathematics Specialist program at the University of Wisconsin-Madison. The program is aimed at the development of pedagogical content knowledge for current middle school mathematics teachers. In particular, my research investigates the role of curricula in the development of pedagogical content knowledge of participating teachers in the program. Ultimately, I seek to identify and characterize the important aspects of educational activities employed in the Middle School Mathematics Specialist program that are linked to measurable gains in teacher pedagogical content knowledge and student learning.

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Additional Details

Thursday, 23 February 2012
4:10 p.m. in Math 103
3:30 p.m. Refreshments in Math Lounge 109

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