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

PERIOD:

Sep 01, 2010

TO

Mar 01, 2017
Funding Agency
National Science Foundation
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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)

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

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