A reaction to: "Content Knowledge for Teaching What Makes It Special?"

A reaction to: "Content Knowledge for Teaching What Makes It Special?"
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Storyboard Description

Some learnings and questions after reading the article by: Deborah Loewenberg Ball Mark Hoover Thames Geoffrey Phelps

Storyboard Text

  • Huh? How do I say "no" nicely
  • Hey miss, you know how a triangle is half the area of a rectangle... that means a pentagon will be twice the area of a rectangle. Pretty cool eh?
  • Interesting. What's the best way to shed light on this idea and use it for further learning
  • Hey miss, you know how a triangle is half the area of a rectangle... that means a pentagon will be twice the area of a rectangle. Pretty cool eh?
  • Shulman fan club
  • ...meanwhile in Acadamia
  • She also has pedagogical knowledge, she wants to ensure the student isn't discouraged by her response. 
  • The teacher in purple has "pedagogical content knowledge",  she is using a special combination of content, and pedagogical knowledge to consider her next move.
  • The teacher in blue has content knowledge, she knows the student's idea is not mathematically accurate
  • Content Knowledge for Teaching What Makes It Special? Deborah Loewenberg Ball Mark Hoover Thames Geoffrey Phelps  "Teaching involves the use of decompressed mathematical knowledge that might be taught directly to students as they develop understanding. However, with students the goal is to develop fluency with compressedmathematical knowledge." (p. 400) Content knowledge(CK) categories: Common, Horizon, Specialized, CK & students, CK & Teaching, CK and curriculum
  • ...and back in Auckland
  • I liked how the article explained how complex a teachers role is with respect to the tasks that teachers must perform. I was convinced maths teachers do need to "know about mathematics" in a very different way to mathematicians (or anyone else) 
  • If the level of formal study for elementary maths teacher doesn't predict their student achievement(p. 404), does this extend to secondary? Is their evidence that content knowledge (in any of these new categories) influences student achievement?
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