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http://dx.doi.org/10.7468/mathedu.2020.59.3.237

Relationship of mathematical knowledge for teaching and mathematical quality in instruction: Focus on high schools  

Kim, Yeon (Silla University)
Publication Information
The Mathematical Education / v.59, no.3, 2020 , pp. 237-254 More about this Journal
Abstract
The current study investigated the relationships between mathematical knowledge for teaching and the mathematical quality in instruction in order to gain insight about teacher education for secondary teachers in South Korea. We collected and analyzed twelve high school teachers' scores of the multiple-choice assessment for mathematical knowledge for teaching developed by the Measures of Effective Teaching project. Their instruction was video recorded and analyzed with the mathematical quality in instruction developed by the Learning Mathematics for Teaching project. We also interviewed the teachers about how they planned and assessed their instruction by themselves in order to gain information about their intention and interpretation about instruction. There was a statistically significant and positive association between the levels of mathematical knowledge for teaching and the mathematical quality in instruction. Among three dimensions of the mathematical quality in instruction, mathematical richness seemed most relevant to mathematical knowledge for teaching because subject matter knowledge plays an important role in mathematical knowledge for teaching. Furthermore, working with students and mathematics as well as students participation were critical to decide the quality of instruction. Based on these findings, the current study discussed offering opportunities to learn mathematical knowledge for teaching and philosophy about how teachers need to consider students in high schools particularly in terms of constructivism.
Keywords
mathematical knowledge for teaching; mathematical quality in instruction; high schools; South Korea; mathematics teachers;
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Times Cited By KSCI : 1  (Citation Analysis)
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