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The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-based Perspective.

机译：数学知识在教学中的多面性：从基于实践的角度理解教师专业内容知识的使用和教师信念的作用。

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This work investigates middle school teachers' mathematics knowledge for teaching (MKT) as defined by Hill (2007). Within this two-part dissertation, the level of MKT was considered as well as the role of teacher beliefs in actual specialized content knowledge (SCK) use, a specific type of mathematics knowledge for teaching vital in quality mathematics instruction. Additionally, the model of MKT knowledge was explored through confirmatory factor analysis on a large, national dataset of middle school mathematics teacher survey responses involving mathematics knowledge for teaching. SCK was found to be vital in quality mathematics instruction yet not sufficient. Teacher beliefs about the delivery of mathematics instruction ultimately acted as a filter, at times limiting SCK use, even if a teacher held high levels of SCK. The mathematics knowledge that teachers hold is highly complex; confirmatory factor analysis results indicated that we have yet to truly capture the essence of MKT, yet the importance of understanding such knowledge is clearly essential. Implications for preparing future teachers are discussed.

机译：这项研究调查了希尔（2007）定义的中学教师的数学教学知识（MKT）。在这个由两部分组成的论文中，考虑了MKT的水平以及教师信念在实际专业内容知识（SCK）使用中的作用，SCK是一种特殊类型的数学知识，对于教学质量数学教学至关重要。此外，通过对大型的全国中学数学教师调查响应（涉及用于教学的数学知识）的全国性数据集进行验证性因素分析，探索了MKT知识的模型。发现SCK在高质量数学教学中至关重要，但还不够。即使教师持有很高的SCK水平，但教师对数学教学的信念最终还是充当过滤器，有时会限制SCK的使用。教师掌握的数学知识非常复杂；验证性因素分析结果表明，我们尚未真正掌握MKT的本质，但了解此类知识的重要性显然至关重要。讨论了准备未来的教师的含义。

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作者
Provost, Lauren E.;
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作者单位

University of New Hampshire.;

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授予单位 University of New Hampshire.;
学科 Education Mathematics.;Education Middle School.;Education Teacher Training.
学位 Ph.D.
年度 2013
页码 255 p.
总页数 255
原文格式 PDF
正文语种 eng
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The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-based Perspective.

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