Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills

Artigo2022

Yasemin Copur‐Gencturk ORCID; Tammy D. Tolar ORCID

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Resumo

Identifying the nature of the expertise needed to teach a subject matter is instrumental in preparing the teaching workforce. Scholars have stressed the subject-specific nature of such expertise and theorized that to teach a given subject matter, teachers need distinct manifestations of content-specific knowledge and skills. Yet empirical studies supporting the distinguishability of these constructs have been mixed. This study aims to add to the field by showing how different conceptualizations of teachers' content knowledge may have affected the dimensionality of these constructs in prior studies. It also builds further understanding of whether content specific noticing is a separate construct from content and pedagogical content knowledge for elementary school mathematics teachers. Data was collected from 290 teachers from 48 states in the United States and our findings indicate that teachers' content-specific expertise for teaching mathematics is multidimensional. The findings suggest that content knowledge (with two distinct components), pedagogical content knowledge, and content-specific noticing skills are separate components of teachers’ expertise for teaching mathematics. Furthermore, our findings underscore the influence that the conceptualization of content knowledge has on the empirical results for the dimensionality of the construct.

Dados da obra

Tipo: Artigo
Periódico: Teaching and Teacher Education, v. 114, p. 103696
Editora: Elsevier BV
Ano: 2022 (2022-04-07)
Idioma: en
Palavras-chave: content knowledge; pedagogical content knowledge; elementary school mathematics teachers; teacher knowledge; construct conceptualization
DOI: 10.1016/j.tate.2022.103696
ISSN: 0742-051X, 1879-2480
Licença: cc-by
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
COPUR‐GENCTURK, Yasemin; TOLAR, Tammy D.. Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills. Teaching and Teacher Education, v. 114, p. 103696, 2022. DOI: https://doi.org/10.1016/j.tate.2022.103696.

APA

Copur‐Gencturk, Y., & Tolar, T. D. (2022). Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills. Teaching and Teacher Education, 114, 103696. https://doi.org/10.1016/j.tate.2022.103696

BibTeX

@article{copurgencturk2022,
  author = {Copur‐Gencturk, Yasemin and Tolar, Tammy D.},
  title = {Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills},
  year = {2022},
  journal = {Teaching and Teacher Education},
  volume = {114},
  pages = {103696},
  publisher = {Elsevier BV},
  doi = {10.1016/j.tate.2022.103696},
  language = {en}
}

RIS

TY  - JOUR
AU  - Copur‐Gencturk, Yasemin
AU  - Tolar, Tammy D.
TI  - Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills
PY  - 2022
JO  - Teaching and Teacher Education
VL  - 114
SP  - 103696
DO  - 10.1016/j.tate.2022.103696
LA  - en
ER  -

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