Department of Mathematics Colloquium


Abstract 

This talk will give an overview of efforts to
characterize the mathematics knowledge needed for teaching and its
influences by examining three stages of research: how the needed
knowledge is identified, how efforts to improve teacher knowledge are
studied, and the relationship between teacher mathematics knowledge and
actual practice. The talk will begin with a discussion of how a
teacher’s limited understanding of real number can limit a teacher’s
ability to navigate repeated decimal confusions that may arise in
elementary classrooms, and move to a discussion of efforts to improve
teacher knowledge and practice through mathematics coaching. The talk
will end with a discussion of challenges researchers face when
attempting to relate measures of teacher knowledge to actual classroom
practice.
