Date of Award
2011
Document Type
Dissertation
Degree Name
Ed.S. in Curriculum and Instruction
First Advisor
Angela T. Barlow
Second Advisor
Carol Livingston
Third Advisor
Sarah Blackwell
Relational Format
dissertation/thesis
Abstract
Researchers have laid the foundation for what mathematics teachers need to know, a construct referred to as Mathematical Knowledge for Teaching (Ball, Thames, & Phelps, 2008). There is, however, a lack of robust research regarding how Mathematical Knowledge for Teaching (MKT) is developed within professional development settings. The purpose of this qualitative research study, therefore, was to examine how different foci of professional development revealed different domains of MKT. In the immersion setting, the professional development focused on engaging teachers in discourse surrounding teachers' completion of mathematical tasks. In the practice-based setting, the professional development focused on engaging teachers in discourse surrounding student work associated with the mathematical tasks.
Recommended Citation
Harmon, Shannon, "An Examination of Mathematical Knowledge for Teaching in Professional Development Settings" (2011). Electronic Theses and Dissertations. 23.
https://egrove.olemiss.edu/etd/23