Electronic Theses and Dissertations

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

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.

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