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An Investigation into the Definitions and Development of Pedagogical Content Knowledge Among Pre-Service and Current Mathematics Teachers

Abstract The principle purpose of this research was to compare two definitions and assessments of Mathematics Pedagogical Content Knowledge (PCK) and examine the development of that knowledge among pre-service and current math teachers. Seventy-eight current and future teachers took an online version of the Measures of Knowledge for Teaching (MKT) - Mathematics assessment and nine of them took the Cognitively Activating Instruction in Mathematics (COACTIV) assessment. Participants answered questions that demonstrated their understanding of students' challenges and misconceptions, ability to recognize and utilize multiple representations and methods of presenting content, and understanding of tasks and materials that they may be using for instruc... (more)
Created Date 2016
Contributor Johnson, Jeffrey Ivan (Author) / Middleton, James A (Advisor) / Marsh, Josephine P (Committee member) / Sloane, Finbarr (Committee member) / Arizona State University (Publisher)
Subject Mathematics education / Teacher education / Content / Knowledge / Mathematics / Pedagogical
Type Doctoral Dissertation
Extent 206 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Curriculum and Instruction 2016
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis