Date of Award
Ed.S. in Curriculum and Instruction
Angela T. Barlow
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.
Harmon, Shannon, "An Examination of Mathematical Knowledge for Teaching in Professional Development Settings" (2011). Electronic Theses and Dissertations. 23.