Add to ORKGAssessments of mathematical knowledge for teaching (MKT), which are often designed to measure specialized types of mathematical knowledge, typically include a representation of teaching practice in the assessment task. This analysis makes use of an existing, validated set of 10 assessment tasks to both describe and explore the function of the teaching contexts represented. We found that teaching context serves a variety of functions, some more critical than others. These context features play an important role in both the design of assessments of MKT and the types of mathematical knowledge assessed
Mathematics teacher knowledge has been widely studied, and recently a remarkable advancement has bee...
This study proposes a way of organizing mathematical knowledge for teaching that permits to reveal i...
Capitalizing on its rich tradition and leadership in education research, ETS research scientists and...
In the context of the increased mathematical demands of the Common Core State Standards and data sho...
In their practice, teachers must not only know how to solve mathematics problems; they must also be ...
The following study aims to examine the special mathematical knowledge needed in order to teach math...
Although raised in the early days of research on teacher noticing, the question of context specifici...
One area of study that has been gathering enthusiastic attention and interest is mathematical knowle...
Research often reports an overt discrepancy between theoretically/out-of context expressed teacher b...
An important part of the role of a mathematics teacher is to present mathematics in a situated way, ...
Researchers have laid the foundation for what mathematics teachers need to know, a construct referre...
This paper documents efforts to develop an instrument to measure mathematical knowledge for teaching...
The use of context in mathematics test items is now accepted practice in many forms of national asse...
Teaching quality is increasingly recognised as the key determinant of school effectiveness while poo...
Mathematical Literacy (ML) was introduced in South Africa as a compulsory school subjectfor all lear...
Mathematics teacher knowledge has been widely studied, and recently a remarkable advancement has bee...
This study proposes a way of organizing mathematical knowledge for teaching that permits to reveal i...
Capitalizing on its rich tradition and leadership in education research, ETS research scientists and...
In the context of the increased mathematical demands of the Common Core State Standards and data sho...
In their practice, teachers must not only know how to solve mathematics problems; they must also be ...
The following study aims to examine the special mathematical knowledge needed in order to teach math...
Although raised in the early days of research on teacher noticing, the question of context specifici...
One area of study that has been gathering enthusiastic attention and interest is mathematical knowle...
Research often reports an overt discrepancy between theoretically/out-of context expressed teacher b...
An important part of the role of a mathematics teacher is to present mathematics in a situated way, ...
Researchers have laid the foundation for what mathematics teachers need to know, a construct referre...
This paper documents efforts to develop an instrument to measure mathematical knowledge for teaching...
The use of context in mathematics test items is now accepted practice in many forms of national asse...
Teaching quality is increasingly recognised as the key determinant of school effectiveness while poo...
Mathematical Literacy (ML) was introduced in South Africa as a compulsory school subjectfor all lear...
Mathematics teacher knowledge has been widely studied, and recently a remarkable advancement has bee...
This study proposes a way of organizing mathematical knowledge for teaching that permits to reveal i...
Capitalizing on its rich tradition and leadership in education research, ETS research scientists and...