Mathematics university teachers' perception of pedagogical content knowledge (PCK)

Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this paper is to make explicit the perception of mathematics university teachers about PCK. For this purpose, a phenomenological study was done. Data resources included semi-structured interviews with 10 mathematics university teachers who were in different places of the mathematics university teaching experience spectrum. Data analysis indicated a model consisting of four cognitive themes which are mathematics syntactic knowledge, knowledge about mathematics curriculum planning, knowledge about students' mathematics learning and knowledge about creating an influential mathematics teaching–learning environment. Besides, it was found out that three contextual themes influenced on PCK for teaching mathematics in university levels which were the nature of mathematics subjects, university teachers' features and terms of learning environment.     

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Research interest in the professional knowledge of mathematics teachers has grown considerably in recent years. In the COACTIV project, tests of secondary mathematics teachers’ pedagogical content knowledge (PCK) and content knowledge (CK) were developed and implemented in a sample of teachers whose classes participated in the PISA 2003/04 longitudinal assessment in Germany. The present article investigates the validity of the COACTIV constructs of PCK and CK. To this end, the COACTIV tests of PCK and CK were administered to various “contrast populations,” namely, candidate mathematics teachers, mathematics students, teachers of biology and chemistry, and advanced school students. The hypotheses for each population’s performance in the PCK and CK tests were formulated and empirically tested. In addition, the article compares the COACTIV approach with related conceptualizations and findings of two other research groups.     

Teacher listening: The role of knowledge of content and students

In this research report we consider the kinds of knowledge needed by a mathematician as she implemented an inquiry-oriented abstract algebra curriculum. Specifically, we will explore instances in which the teacher was unable to make sense of students’ mathematical struggles in the moment. After describing each episode we will examine the instructor's efforts to listen to the students and the way that these efforts were supported or constrained by her mathematical knowledge for teaching. In particular, we will argue that in each case the instructor was ultimately constrained by her knowledge of how students were thinking about the mathematics.     

Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development

In this paper I report findings from a four year study of beginning elementary school teachers which investigated development in their mathematical knowledge for teaching (MKT). The study took a developmental research approach, in that the teachers and the researcher collaborated to develop the mathematics teaching of the teachers, while also trying to understand how such development occurred and might be facilitated. The Knowledge Quartet (KQ) framework was used as a tool to support focused reflection on the mathematical content of teaching, with the aim of promoting development in mathematical content knowledge. Although I focused primarily on whether and how focused reflection using the KQ would promote development, it was impossible to separate this from other influences, and in this paper I discuss the ways in which reflection was found to interrelate with other areas of influence. I suggest that by helping the teachers to focus on the content of their mathematics teaching, within the context of their experience in classrooms and of working with others, the KQ framework supported development in the MKT of teachers in the study.     

Codifying or enabling: the challenge of knowledge management systems

This paper examines the complex interaction between technology and people in the knowledge-making and knowledge-management activities of organisations. Studies in two Australian universities are used to demonstrate the importance of adopting a holistic approach to knowledge management, which is cultural, historical, contextual and dynamic. The paper presents various perceptions of what knowledge management is, or should be, with the suggestion that the cultural historical activity theory be used as the theoretical framework for both the study of knowledge management and the design of knowledge management systems, which enable organisational learning and adaptation.     

Content and pedagogical content knowledge in argumentation and proof of future teachers: a comparative case study in Germany and Hong Kong

The results of a comparative case study on mathematical and pedagogical content knowledge in the area of argumentation and proof of future teachers in Germany and Hong Kong are reported in this article. The study forms part of a qualitatively oriented comparative study on future teachers in Australia, Germany, and Hong Kong. Six case studies based on interviews and written questionnaires are described. These case studies show the strengths of the Hong Kong future teachers in mathematical knowledge in the area of argumentation and proof, whereas the three German future teachers perform stronger in the related pedagogical content domain. Furthermore, regarding the German future teachers, it seems that the two domains of knowledge are more strongly connected to each other. The results are interpreted in the light of related research, such as the MT21 study.     

Operational knowledge management: identification of knowledge objects,operation methods,and goals and means for the support function

Though much has been written about knowledge management, this field has not been described extensively from an operational management perspective. Consequently, knowledge management seems difficult to implement at the operational levels of the organisations. To solve this problem, the abstract notion of knowledge is translated in operational knowledge objects. These objects are the input and output of two operation methods: (1) transformation or learning; and (2) knowledge logistics. The article describes several activities of these operation methods, and gives a classification of operational goals and means for the operations support function. The author concludes with mentioning challenges for the field of operational knowledge management.     

Reflections on the U(1) problem in general relativity

After reviewing the known stability results for vacuum, U(1) symmetric solutions to Einstein’s field equations, we shall describe some mathematical ideas and techniques that were unavailable during the earlier research in this area and which might conceivably be exploited to shed new light on the large data global Cauchy problem for this interesting class of spacetimes.     

Future teachers’ professional knowledge on argumentation and proof: a case study from universities in three countries

In this paper, qualitative results of a case study about the professional knowledge in the area of argumentation and proof of future teachers from universities in three countries are described. Based on results of open questionnaires, data about the competencies these future teachers have in the areas of mathematical knowledge and knowledge of mathematics pedagogy are presented. The study shows that the majority of the future teachers at the participating universities situated in Germany, Hong Kong and Australia, were not able to execute formal proofs, requiring only lower secondary mathematical content, in an adequate and mathematically correct way. In contrast, in all samples there was evidence of at least average competencies of pedagogical content reflection about formal and pre-formal proving in mathematics teaching. However, it appears that possessing a mathematical background as mandated for teaching and having a high affinity with proving in mathematics teaching at the lower secondary level are not a sufficient preparation for teaching proof.     

Validation of the Diagnostic Teacher Assessment of Mathematics and Science (DTAMS) Instrument

The Diagnostic Teacher Assessment in Mathematics and Science (DTAMS) was developed to measure the content knowledge and pedagogical content knowledge of middle‐school teachers. Its reliability and validity were initially established by reviewing national standards for content and use of expert question writing teams and reviewers. DTAMS was administered to approximately 1,600 middle‐school mathematics teachers in 17 states. Subsequent analyses using structural equation modeling and item response theory were performed as part of a multistage validation process. This evaluation contributes to the body of work describing the reliability and validity of these assessments. The results of this study confirm trends in middle‐school mathematics teacher preparation and certification and help explain middle‐school student mathematics achievement levels.     

Enhancing the pedagogy of mathematics teachers (EPMT) project: a hybrid model of professional development

Enhancing the pedagogy of mathematics teachers (EPMT) project is a hybrid model of professional development (PD) that reflects a gradual shift in the centre of gravity away from the University-based, “supply-side”, “off-line” forms of knowledge production conducted by university scholars for teachers towards an emergent school-based, demand-side, on-line, in situ forms of knowledge production conducted by teachers with support from university scholars. The aims of the EPMT project were threefold: to provide teachers with training, to facilitate teachers’ work (practice and feedback) at the school level and to enthuse and support teachers to contribute towards the development of fellow teachers. This paper examines two project participants’ infusion of their learning in classroom practice. From the lessons enacted by the two teachers it was apparent that both teachers were able to apply their learning in their lessons. The teachers also manifested changes in their perception of teaching mathematics.     

Using the Knowledge Quartet to quantify mathematical knowledge in teaching: the development of a protocol for Initial Teacher Education

This study examined trainee teachers' mathematical knowledge in teaching (MKiT) over their final year in a US Initial Teacher Education (ITE) programme. This paper reports on an exploratory methodological approach taken to use the Knowledge Quartet to quantify MKiT through the development of a new protocol to code trainees' teaching of mathematics lessons. This approach extends Rowland's et al. work on the Knowledge Quartet (KQ). Justification for using the KQ to quantify MKiT, and the potential benefits such an attempt might provide those involved with ITE, are discussed. It is suggested that quantified MKiT data based on the Knowledge Quartet can be used to consider MKiT development in novice teachers in order to inform ITE programmes and form new theoretical loops between theory and practice in teacher education.     

On the general theory of (m,n) rings

In this paper, the lattice of congruences of an (m, n) ring is determined, a generalization of the Wedderburn theorem for finite division rings is considered, all (2,n) fields, (2,n) rings of prime order, and all (3,n) rings of prime order are determined. A special class of (2,n) fields, called super-simple (2,n) fields, is characterized. Presented by J. D. Monk.     

On the convergence of supercritical general (C-M-J) branching processes

Summary Convergence in probability of Malthus normed supercritical general branching processes (i.e. Crump-Mode-Jagers branching processes) counted with a general characteristic are established, provided the latter satisfies mild regularity conditions. If the Laplace transform of the reproduction point process evaluated in the Malthusian parameter has a finite x log x-moment convergence in probability of the empirical age distribution and more generally of the ratio of two differently counted versions of the process also follow.Malthus normed processes are also shown to converge a.s., provided the tail of the reproduction point process and the characteristic both satisfy mild regularity conditions. If in addition the x log x-moment above is finite a.s. convergence of ratios follow.Further, a finite expectation of the Laplace-transform of the reproduction point process evaluated in any point smaller than the Malthusian parameter is shown to imply a.s. convergence of ratios even if the x log x-moment above equals infinity.Straight-forward generalizations to the multi-type case are available in Nerman (1979).     

Four (algorithms) in one (bag): an integrative framework of knowledge for teaching the standard algorithms of the basic arithmetic operations

In this article we present an integrative framework of knowledge for teaching the standard algorithms of the four basic arithmetic operations. The framework is based on a mathematical analysis of the algorithms, a connectionist perspective on teaching mathematics and an analogy with previous frameworks of knowledge for teaching arithmetic operations with rational numbers. In order to evaluate the potential applicability of the framework to task design, it was used for the design of mathematical learning tasks for teachers. The article includes examples of the tasks, their theoretical analysis, and empirical evidence of the sensitivity of the tasks to variations in teachers’ knowledge of the subject. This evidence is based on a study of 46 primary school teachers. The article concludes with remarks on the applicability of the framework to research and practice, highlighting its potential to encourage teaching the four algorithms with an emphasis on conceptual understanding.     

Products and transforms of white-noise functionals (in general setting)

Some sharp results about Weiner and Wick products of whitenoise functionals are obtained. Using the inequality of Wick products we show to what extent scaling transformations, translations, and Sobolev differentiations can be performed on white-noise functionals.This work was supported by the National Natural Science Foundation of China. This paper is an enlargement and revised version of the paper entitled Products and Transforms of White-Noise Functionals (preprint, 1990).