Year: 2014
Type: article
Abstract: In this article, we present and discuss an example of how teachers’ discussions of\nmathematical knowledge for teaching (MKT) items elicited their beliefs about the\nknowledge needed to teach mathematics. One category of MKT is “horizon content\nknowledge,” and this can be described as mathematical knowledge not directly\ndeployed in instruction—or knowledge behind as well as ahead of the pupils in an\nactual teaching situation. Since teachers’ beliefs may influence their teaching and\nhow they approach a professional development course, it is important to study\nteachers’ epistemic beliefs. The transcripts were analyzed in a three-step content\nanalysis approach, and the results indicate that teachers disregard important aspects\nof knowledge at the mathematical horizon from their teaching knowledge.
Source: BIBSYS Brage (BIBSYS (Norway))
Authors: Reidar Mosvold, Janne Fauskanger
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2473398732