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Mathematical Knowledge for Teaching High School Geometry

dc.contributor.authorHerbst, Patricio
dc.contributor.authorKosko, Karl W.
dc.date.accessioned2012-05-26T13:56:45Z
dc.date.available2012-05-26T13:56:45Z
dc.date.issued2012-05-28
dc.identifier.urihttps://hdl.handle.net/2027.42/91279
dc.description.abstractThis paper documents efforts to develop an instrument to measure mathematical knowledge for teaching high school geometry (MKT-G). We report on the process of developing and piloting questions that purported to measure various domains of MKT-G. Scores on the final set of items had no statistical relationship with total years of experience teaching, but all domain scores were found to have statistically significant correlations with years of experience teaching high school geometry. We use this result to propose ways of conceptualizing how instruction-specific considerations might matter in the design of MKT items.en_US
dc.description.sponsorshipResearch reported had the support of the National Science Foundation through grant DRL-0918425 to P. Herbst. All opinions are those of the authors and don’t necessarily reflect the views of the Foundation.en_US
dc.language.isoen_USen_US
dc.subjectGeometryen_US
dc.subjectTeacher Knowledgeen_US
dc.subjectInstructional Situationsen_US
dc.subjectTeachingen_US
dc.titleMathematical Knowledge for Teaching High School Geometryen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumEducation, School ofen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/91279/1/PMENA2012-MKT-H&K_finalweb.pdf
dc.identifier.sourceTo be included in the 2012 Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI.en_US
dc.description.mapping76en_US
dc.owningcollnameEducation, School of


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