The Development of Pedagogical Content Knowledge in Collaborative High School Teacher Communities.
- Resource Type
- Article
- Authors
- Horn, Ilana,
- Source
- Conference Papers -- Psychology of Mathematics & Education of North America; 2009 Annual Meeting, p1, 9p
- Subject
- Language
To support student understanding, math teachers' pedagogical content knowledge (PCK) should support conceptually rich instruction. This analysis tracks the development of PCK in two mathematics teacher workgroups in urban high schools. Using video data, this analysis highlights the differences in the teachers' collaborative discourse as they made sense of students' mathematical difficulties. In the newer group, the teachers elaborated students' mathematical difficulties but their instructional response did not address the scope of difficulties. In the more mature group, the teachers' analysis of students' mathematical difficulties was more tightly coupled with instructional responses. This analysis illuminates the ways in which collegial conversations support the development of PCK and highlights professional learning through the discourse of collaborative teacher communities. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]