Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students

Heather Hill ^[2] ; Deborah Loewenberg Ball ^[1] ; Stephen G. Schilling ^[1]
1. [1] University of Michigan–Ann Arbor
  
  University of Michigan–Ann Arbor
  
  City of Ann Arbor, Estados Unidos
2. [2] Harvard Graduate School of Education
Localización: Journal for research in mathematics education, ISSN 0021-8251, Vol. 39, Nº 4, 2008, págs. 372-400
Idioma: inglés
DOI: 10.5951/jresematheduc.39.4.0372
Texto completo no disponible (Saber más ...)

Resumen
- There is widespread agreement that effective teachers have unique knowledge of students' mathematical ideas and thinking. However, few scholars have focused on conceptualizing this domain, and even fewer have focused on measuring this knowledge. In this article, we describe an effort to conceptualize and develop measures of teachers' combined knowledge of content and students by writing, piloting, and analyzing results from multiple-choice items.