Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development

In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about...

Full description

Bibliographic Details
Main Author:	Joy Black
Format:	Article
Language:	English
Published:	Georgia Southern University 2009-01-01
Series:	Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Online Access:	https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol3/iss1/3

id	doaj-f90572eab04349549ca2d3e3162249fc
record_format	Article
spelling	doaj-f90572eab04349549ca2d3e3162249fc2020-11-25T04:09:00ZengGeorgia Southern UniversityProceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators2692-77212009-01-013110.20429/gamte.2009.030103Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional DevelopmentJoy BlackIn seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content knowledge, and instructional practices change as a result of professional development which gives attention to increasing both types of knowledge?https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol3/iss1/3
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Joy Black
spellingShingle	Joy Black Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
author_facet	Joy Black
author_sort	Joy Black
title	Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development
title_short	Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development
title_full	Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development
title_fullStr	Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development
title_full_unstemmed	Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development
title_sort	content knowledge and pedagogical content knowledge of algebra teachers and changes in both types of knowledge as a result of professional development
publisher	Georgia Southern University
series	Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
issn	2692-7721
publishDate	2009-01-01
description	In seeking to improve the mathematics education of all students, it is important to understand the connection between the content knowledge and pedagogical content knowledge of mathematics and how professionals can influence growth in both of these types of knowledge. We do not have an answer about the interplay of content knowledge and pedagogical content knowledge in successful instructional practices in the mathematics classroom. This study involves assessing the content knowledge and pedagogical content knowledge of secondary teachers of Algebra I. In addition, how are these types of knowledge expressed in instructional practices? Last, how do content knowledge, pedagogical content knowledge, and instructional practices change as a result of professional development which gives attention to increasing both types of knowledge?
url	https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol3/iss1/3
work_keys_str_mv	AT joyblack contentknowledgeandpedagogicalcontentknowledgeofalgebrateachersandchangesinbothtypesofknowledgeasaresultofprofessionaldevelopment
_version_	1724423613027713024

Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development

Similar Items