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Understanding the Characteristics of Mathematical Content Knowledge for Teaching Algebra in High Schools and Community Colleges
dc.contributor.authorKo, Inah
dc.contributor.authorMesa, Vilma
dc.contributor.authorDuranczyk, Irene
dc.contributor.authorPatricio, Herbst
dc.contributor.authorKohli, Nidhi
dc.contributor.authorStröm, April
dc.contributor.authorWatkins, Laura
dc.date.accessioned2021-12-18T01:58:28Z
dc.date.available2021-12-18T01:58:28Z
dc.date.issued2021-11-06
dc.identifier.citationKo, I., Mesa, V., Duranczyk, I., Herbst, P., Kohli, N., Ström, A., & Watkins, L. (in press). Understanding the characteristics of mathematical content knowledge for teaching algebra in high schools and community colleges. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.2006348en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/171077en
dc.description.abstractIn this paper we present an exploratory analysis of differences in the performance of two different samples of teachers—high school practicing teachers and community college faculty—on an instrument that assesses mathematical knowledge for teaching algebra 1. To better understand the variance in the performance within and between the two groups of teachers, we examine the relationships between the measured knowledge and teachers’ educational and teaching background. Highlighting the positive effect of algebra-based teaching experience on the knowledge, we discuss the implications regarding the extent to which the instrument captures the construct it seeks to assess.en_US
dc.description.sponsorshipNational Science Foundation awards 1561436, 2000602, 2000527, and 0918425.en_US
dc.language.isoen_USen_US
dc.subjectTeacher knowledgeen_US
dc.subjecthigh schoolen_US
dc.subjectcommunity collegeen_US
dc.subjectmathematics teachingen_US
dc.subjectteacher experienceen_US
dc.subjectcollege algebraen_US
dc.subjecthigh school algebraen_US
dc.subjectalgebraen_US
dc.titleUnderstanding the Characteristics of Mathematical Content Knowledge for Teaching Algebra in High Schools and Community Collegesen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumEducation, School ofen_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationotherUniversity of Minnesotaen_US
dc.contributor.affiliationotherMaricopa Community College Systemen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/171077/1/MKTA_deepblue.pdf
dc.identifier.doihttps://dx.doi.org/10.7302/3753
dc.identifier.sourceInternational Journal of Mathematical Education in Science and Technologyen_US
dc.identifier.orcid0000-0002-5348-5879en_US
dc.identifier.orcid0000-0003-0460-1850en_US
dc.identifier.orcid0000-0002-6103-2714en_US
dc.description.filedescriptionDescription of MKTA_deepblue.pdf : Pre-proof version of the accepted manuscript
dc.description.depositorSELFen_US
dc.identifier.name-orcidKo, Inah; 0000-0002-5348-5879en_US
dc.identifier.name-orcidMesa, Vilma; 0000-0003-0460-1850en_US
dc.identifier.name-orcidDuranczyk, Irene; 0000-0002-6103-2714en_US
dc.working.doi10.7302/3753en_US
dc.owningcollnameEducation, School of


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