Learning Mathematics for Teaching (LMT)
Research on teacher learning has suffered from a number of chronic methodological difficulties. Despite repeated calls for improved scholarship and more empirically grounded policy recommendations, the field been constrained by what scholars have been able to measure: characteristics of the learning opportunities themselves; teacher attitudes and beliefs which result from those opportunities; and, to some extent, teacher practices which emerge after such encounters. Typically left unmeasured, however, is a component which mediates each of these and is itself a significant target of many interventions, namely, teachers' content knowledge. The project proposed here would aim to help redress this problem in the area of K-8 mathematics, building on previous work to continue developing measures of teachers' mathematical knowledge for teaching. These measures will then be made available to MSP mathematics projects in hopes of improving the evaluation of those with programs for teacher learning and preparation.
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Excerpt from press release: "President George W. Bush announced the recipients of the nation's highest honor for science and technology, naming the recipients of the 2006 National Medals of Science...
"What mathematical knowledge do teachers need to successfully work with students, and how do we know when they have it? ...Teachers' performance on pencil-and-paper assessments (or oral interview tasks)...
Library
"In this article we discuss efforts to design and empirically test measures of teachers' content knowledge for teaching elementary mathematics. We begin by reviewing the literature on teacher knowledge,...
In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction. In describing this framework, we argue for the separation of the mathematical quality…
Resources
Updated, shorter, easier to use version of the MQI video coding tool
