Abstract:
Assessing the mathematical knowledge for teaching (MKT; Hill et al., 2008) of teachers,
especially novice teachers (ECTs, early career teachers), is a crucial step in mathematics
education reform. Researchers (e.g., Hill et al., 2008) have found connections between a
teacher’s MKT and student outcomes, demonstrating its importance. The present study uses
statistical and qualitative procedures to explore how MKT enters and presents itself within
instruction using ECT surveys, interviews, MKT scores, and classroom observation data from
the SEMI project (Frank et al., 2014-2017, Study of Elementary Mathematics Instruction).
Specifically, we constructed a regression model that compiled survey responses related to
planning mathematics lessons, teaching mathematics lessons, perceptions of mathematics, and
teaching strategies as predictors for an ECT’s level of MKT. We discovered that MKT was
significantly predicted by a teacher’s perception of their own mathematics abilities. Further,
using case study methods that investigated a classroom lesson of two ECTs with high MKT
scores, we were able to discern how MKT is presented within the classroom setting in a variety
of ways. The identified manifestations of MKT are described in detail in the results.
