Mathematics Teachers' Beliefs and Mathematical Knowledge for Teaching: How Teachers' MKT Shifts in Planning and Impacts Their Beliefs and Instructional Practice
Date of Award
Curriculum and Instruction
Richard Kitchen, Ph.D.
Bruce Uhrmacher, Ph.D.
Mathematical knowledge, Teaching, Lesson plan, Pedagogical practices
In an effort to understand how a teacher developed Mathematical Knowledge for Teaching and how that knowledge can shift teacher's beliefs and instructional practice, I worked with a teacher to deeply plan and implement six mathematical lessons.
The research suggests that planning can be a vehicle to develop a teacher's Mathematical Knowledge for Teaching. In addition, as a teacher's Mathematical Knowledge for Teaching started to develop through lesson planning, the teacher's beliefs about her own knowledge of mathematics started to increase which started to shift the teacher's instructional practice.
This combination of a stronger Mathematical Knowledge for Teaching, self confidence in her own understanding of the mathematics and shifts in her instructional practice created a new pedagogical practice I have called The Pedagogy of Knowing.
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Conley, Paul, "Mathematics Teachers' Beliefs and Mathematical Knowledge for Teaching: How Teachers' MKT Shifts in Planning and Impacts Their Beliefs and Instructional Practice" (2017). Electronic Theses and Dissertations. 1373.
Received from ProQuest
Curriculum and Instruction Commons, Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons