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November 2009, Volume 40, Issue 5


Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn?
Anne K. Morris, James Hiebert, and Sandy M. Spitzer
The goal of this study is to uncover the successes and challenges that preservice teachers are likely to experience as they unpack lesson-level mathematical learning goals (i.e., identify the subconcepts and subskills that feed into target learning goals). Unpacking learning goals is a form of specialized mathematical knowledge for teaching, an essential starting point for studying and improving one’s teaching.

Knowledge Needed by a Teacher to Provide Analytic Scaffolding During Undergraduate Mathematics Classroom Discussions
Natasha M. Speer and Joseph F. Wagner
Using case study analysis and a cognitive theoretical orientation, the authors examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. Examples of classroom teaching and interview data demonstrate that, despite having extensive teaching experience and possessing strong content knowledge, some instructors may still face challenges when trying to provide analytic scaffolding to move whole-class discussions toward a lesson’s mathematical goals.