Extending the notion of Specialized Content Knowledge: Proposing constructs for SCK

Lai, MY; Clark, J

Extending the notion of Specialized Content Knowledge: Proposing constructs for SCK

Lai, MY Clark, J

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Publication Type:: Journal Article
Citation:: Mathematics Teacher Education and Development, 2018, 20 (2), pp. 75 - 95 (21)
Issue Date:: 2018-01-16

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Field	Value	Language
dc.contributor.author	Lai, MY	en_US
dc.contributor.author	Clark, J	en_US
dc.date.issued	2018-01-16	en_US
dc.identifier.citation	Mathematics Teacher Education and Development, 2018, 20 (2), pp. 75 - 95 (21)	en_US
dc.identifier.issn	1442-3901	en_US
dc.identifier.uri	http://hdl.handle.net/10453/131212
dc.description.abstract	While it is widely believed that Specialized Content Knowledge (SCK) is essential to effective and quality mathematics teaching, the specific constructs that compose SCK remain underspecified. This paper describes the development and use of a new framework that extends the notion of SCK. The framework was trialled with a cohort of 90 first year Bachelor of Education (Primary) pre-service teachers who enrolled in a regional Australian university. The pre-service teachers undertook a mathematics test, which required them to address school students’ misconceptions and to explain specific mathematical concepts. Resultant data (i.e., the pre-service teachers’ responses to the written test) provided an empirical basis for the proposed constructs of SCK. The analysis of the data allowed insight into the central question: whether the proposed framework enables researchers to identify the constructs of SCK in the pre-service teachers’ responses to a written test which examines their SCK. Ultimately, we aim to conceptualise the constructs of SCK through elaborating the theoretical and empirical basis.	en_US
dc.relation.ispartof	Mathematics Teacher Education and Development	en_US
dc.title	Extending the notion of Specialized Content Knowledge: Proposing constructs for SCK	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	20	en_US
utslib.location.activity	Australia	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	20	en_US

Abstract:

While it is widely believed that Specialized Content Knowledge (SCK) is essential to effective and quality mathematics teaching, the specific constructs that compose SCK remain underspecified. This paper describes the development and use of a new framework that extends the notion of SCK. The framework was trialled with a cohort of 90 first year Bachelor of Education (Primary) pre-service teachers who enrolled in a regional Australian university. The pre-service teachers undertook a mathematics test, which required them to address school students’ misconceptions and to explain specific mathematical concepts. Resultant data (i.e., the pre-service teachers’ responses to the written test) provided an empirical basis for the proposed constructs of SCK. The analysis of the data allowed insight into the central question: whether the proposed framework enables researchers to identify the constructs of SCK in the pre-service teachers’ responses to a written test which examines their SCK. Ultimately, we aim to conceptualise the constructs of SCK through elaborating the theoretical and empirical basis.

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http://hdl.handle.net/10453/131212