Developing Secondary Mathematics Content Knowledge for Teaching in Secondary Mathematics and Science Teachers

Authors: Marilyn Carlson, Michael Oehrtman

In this study we investigated the development of secondary mathematics teachers' mathematical knowledge for teaching. We administered the Precalculus Concept Assessment (PCA) instrument to teachers both pre- and post-course instruction. (This instrument has been validated to assess teachers' understanding of concepts of proportionality, rate of change and function (Carlson, Oehrtman & Engelke, in press)). We also administered the STEM BILT (beliefs instrument on learning and teaching) mathematics. We analyzed pre- post-course data from administering both instruments to the teachers in this study. Each PLC meeting was videotaped. The videos were digitized and analyzed by the two researchers. Examination of the mathematical constructions and conversations that occurred between the PLC members provided additional insights about teachers' views about teaching and learning, and information about the development of teachers' understanding of concepts that were central to the course. In addition we observed teachers' classrooms for evidence of inquiry, focus on concepts, and attention to student thinking and learning. This data was coded using Strauss and Corbin (1992) open coding techniques.