Journal directory listing - Volume 59 (2014) - Journal of Research in Education Sciences【59(3)】September

Developing an Instrument for Capturing High School Teachers’ Mathematics Knowledge for Teaching: An Exploratory Study Author: Yung-Chi Lin(Graduate Institute of Science Education, National Changhua University of Education),Chien Chin(Department of Mathematics, National Taiwan Normal University)

Vol.&No.:Vol. 59, No. 3
Date:September 2014


    This paper addresses an effort to design and test a set of items for assessing the mathematics knowledge for teaching. The paper begins by describing how a representative item was developed based on three experienced high school teachers’ analyzing classroom instruction. Subsequently, item refinement by two experts is documented. Finally, the initial results of a pilot-test of a focus group of 11 high school mathematics teachers are reported. This study revealed three useful methods for creating items for assessment: (1) using mathematics problems containing certain key mathematical ideas; (2) using nonstandard approaches of students that are unfamiliar to the teachers; and (3) using the errors of teachers.

Keywords:high school mathematics, instrument, item development, mathematics knowledge for teaching (MKT), teacher knowledge

《Full Text》 檔名

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  3. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.  doi:10.1177/0022487108324554
  4. Bell, C. A., Wilson, S. M., Higgins, T., & McCoach, D. B. (2010). Measuring the effects of professional development on teacher knowledge: The case of developing mathematical ideas. Journal for Research in Mathematics Education, 41(5), 479-512.  
  5. Borasi, R. (1996). Reconceiving mathematics instruction: A focus on errors. Santa Barbara, CA: Greenwood Publishing Group.
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APA FormatLin, Y.-C., & Chin, C. (2014). Developing an Instrument for Capturing High School Teachers’ Mathematics Knowledge for Teaching: An Exploratory Study. Journal of Research in Education Sciences, 59(3), 133-160. doi:10.6209/JORIES.2014.59(3).05