Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction

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Published: Jul 1, 2014
DOI: https://doi.org/10.5195/dpj.2014.40
Keywords:
pedagogical content knowledge discourse intercultural awareness

Main Article Content

Shandy Hauk
WestEd and University of Northern Colorado
Allison Toney
University of North Carolina, Wilmington
Billy Jackson
University of West Georgia
Reshmi Nair
University of Northern Colorado
Jenq-Jong Tsay
University of Texas - Pan American

Abstract

The accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.

Article Details

How to Cite
Hauk, S., Toney, A., Jackson, B., Nair, R., & Tsay, J.-J. (2014). Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 2. https://doi.org/10.5195/dpj.2014.40
Issue
Vol. 2 (2014)
Section
Articles

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Author Biographies

Shandy Hauk, WestEd and University of Northern Colorado

Shandy Hauk, an experienced secondary and post-secondary teacher, is a senior researcher at WestEd and affiliate professor in mathematical sciences at the University of Northern Colorado Graduate School. Her PhD is in mathematics with post-doctorate in mathematics education. Centered in culturally and linguistically attentive mathematics and science education, her research and development work includes mentoring doctoral students and post-doctoral researchers. She is principal investigator on several projects that use web-based technologies in support of professional learning among middle school, high school, and college mathematics instructors. She can be contacted at: WestEd STEM Program, 400 Seaport Court – Ste 222, Redwood City, CA 94063. Email: shauk@wested.org

Allison Toney, University of North Carolina, Wilmington

Allison F. Toney is an Associate Professor of Mathematics Education at the University of North Carolina Wilmington. Her research focuses on post-secondary student experiences in learning mathematics and mathematics teacher professional development. A specialist in qualitative research methods, her secondary research interest is in narrative research techniques, including autoethnography and narrative inquiry. She can be contacted at: Department of Mathematics and Statistics, University of North Carolina Wilmington, 601 S. College Rd., Wilmington, NC 28403. Email: toneyaf@uncw.edu

Billy Jackson, University of West Georgia

Dr. Billy Jackson is a mathematician with 6 years of experience in teacher education.  He has worked with preservice and in service teachers during his tenure in mathematics education and has contributed to several works on pedagogical content knowledge for teaching mathematics.

Reshmi Nair, University of Northern Colorado

Reshmi Nair, previously a high school teacher in India, is a post-doc with the Mathematics Teacher Leadership Center at the University of Northern Colorado. She received her PhD is in mathematics from the University of Wyoming. Her mathematics education research interests are in Teacher leader development; Teacher and teacher leader perceptions, beliefs and practices, Pedagogical content knowledge of teachers and teacher leaders; Distance teaching in mathematics; Mathematical content knowledge for pre-service and in-service teacher development; Research in Undergraduate Mathematics Education; and Intercultural awareness of teacher educators, teachers and students. She can be contacted via email at reshmi.nair@unco.edu

Jenq-Jong Tsay, University of Texas - Pan American

JenqJong Tsay is Associate Professor of Mathematics Education at University of Texas-Pan American. His research specialty area is teaching, learning, teacher preparation and professional development.  He is project director on several programs for professional development among middle school and high school instructors. He can be contacted at: 1201 W University Drive
Edinburg, TX 78539 MAGC 3.738. Email: jtsay@utpa.edu.