Mathematics Colloquium: Mathematics, Teaching, and Mathematics Teaching
3:00 p.m. Neill Hall 5W
Abstract: In 1985, Les Sulman defined teacher knowledge as a conglomeration of content knowledge, knowledge of pedagogy, and “pedagogical content knowledge”. Since then, there have been many perspectives on this latter construct, all of which attempt to describe the intersections and relationships between content knowledge and its application in the classroom. Recently, Deborah Ball and colleagues have articulated the idea of content knowledge for teaching to describe this important piece of teacher knowledge. We will explore this idea and discuss its role in research on teacher development. Examples from the STRIDE research project in southwest Washington will be used to ground the discussion.