Contextual Research and Large Empirical Research - Developing the theory of mathematical knowledge for teaching by investigating its nature, measurement, and growth


Sep 01, 2010


Mar 01, 2017
Funding Agency
National Science Foundation

In this project, the investigators will further develop the practice-based theory of mathematical knowledge for teaching (MKT) on which they have been working for the last decade - i.e. the mathematical knowledge needed for the work of effective mathematics teaching. The proposed project will advance on three key fronts: (1) the empirical analysis of the demands of teaching; (2) the conceptualization of a professional trajectory of content knowledge learning and use; and (3) the development and analysis of valid forms of knowledge measurement.

Primary Investigator(s)

William H Payne Collegiate Professor of Education and Arthur F Thurnau Professor, School of Education; Research Professor, Survey Research Center, Institute for Social Research
Associate Research Scientist; Intermittent Lecturer, School of Education

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Award End Date
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