The principle purpose of this research was to compare two definitions and assessments of Mathematics Pedagogical Content Knowledge (PCK) and examine the development of that knowledge among pre-service and current math teachers. Seventy-eight current and future teachers took an online version of the Measures of Knowledge for Teaching (MKT) - Mathematics assessment and nine of them took the Cognitively Activating Instruction in Mathematics (COACTIV) assessment.
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- Partial requirement for: Ph.D., Arizona State University, 2016Note typethesis
- Includes bibliographical references (pages 109-118)Note typebibliography
- Field of study: Curriculum and instruction