Teachers’ beliefs about mathematical horizon content knowledge
Journal article, Peer reviewed
Permanent lenke
http://hdl.handle.net/11250/280221Utgivelsesdato
2014Metadata
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Originalversjon
Mosvold, R. and Fauskanger, J. (2014) Teachers’ Beliefs about Mathematical Horizon Content Knowledge 9(3), pp. 311-327.Sammendrag
In this article, we present and discuss an example of how teachers’ discussions of
mathematical knowledge for teaching (MKT) items elicited their beliefs about the
knowledge needed to teach mathematics. One category of MKT is “horizon content
knowledge,” and this can be described as mathematical knowledge not directly
deployed in instruction—or knowledge behind as well as ahead of the pupils in an
actual teaching situation. Since teachers’ beliefs may influence their teaching and
how they approach a professional development course, it is important to study
teachers’ epistemic beliefs. The transcripts were analyzed in a three-step content
analysis approach, and the results indicate that teachers disregard important aspects
of knowledge at the mathematical horizon from their teaching knowledge.
Beskrivelse
http://www.cimt.plymouth.ac.uk/journal/mosvold2.pdf