Sentences with phrase «of mathematical content knowledge»

To solve the problems students must make use a number of mathematical competencies as well as a broad range of mathematical content knowledge.

Not exact matches

In other words, knowing how to solve mathematical problems using proportions falls short of the content knowledge needed for teaching proportional reasoning.

A written survey component of this study will build on a similar study conducted in 2005 — 06 (Hill, 2007), allowing for the comparison of teachers» curriculum use and content knowledge — and more specifically, their mathematical knowledge for teaching (MKT)-- across time periods.

As states and districts work to implement the Common Core State Standards in math, a key challenge is helping students not only acquire content knowledge but also become proficient in the set of eight mathematical practices laid out in the document.

With detailed teacher background material rich in science and mathematical content, descriptions of the pedagogical content knowledge needed to teach and assess effectively, and explicit links to the core ideas in the standards and research on learning science and mathematics, these books can transform teaching and learning in your classroom or professional development setting.

Standards of Learning assessments in English reading, mathematics, science and history / social science are made up of 35 - 50 items or questions that measure content knowledge, scientific and mathematical processes, reasoning and critical thinking skills.

Hill, Ball and Brian Rowan find only modest links between measures of the mathematical knowledge that teachers need for teaching and their students» performance on standardized math tests, and the vaunted Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achievement.

Upon identifying an area of need around supporting students in making meaning of math through instructional best practices, an extensive literature review occurred and was focused around understanding the shifts in the Common Core State Standards, identifying the skills and content knowledge needed to effectively teach mathematics, how students can make meaning of math, mathematical discourse, novice vs. expert teachers, and how to move teacher practice were reviewed.

Deep and broad understanding of mathematical content, including the specialized knowledge needed for teaching

The power of a Knowledge Cluster allows parents to scaffold instruction by identifying gaps in students» mathematical backgrounds that frustrate student success in a content area.

To study the effect of instructing with technology, pedagogy, and content knowledge (TPACK), teachers were asked to apply pedagogical, mathematical, and cognitive fidelity to technology used in an instructional unit they were designing.

In particular, teachers will expand their own content knowledge, learn to elicit and build on children's multiple mathematical knowledge bases, and develop a practice of using high - demand tasks in order to enact Standards - based instruction in algebra and geometry.

Therefore, if solid mathematical content knowledge leads to effective mathematics instruction, this current study suggests that WBI can lead to the needed mathematical content knowledge for effective teaching of fraction concepts.

The Middle & High School Math Challenge is open to companies and nonprofits working to build instructional content, assessments and other digital tools that support middle and high school (6th - 12th grade) students» development of mathematical knowledge, skills and mindsets.

These student - led presentations together with class discussions and engagement with technology in mathematical tasks comprise a program of experience, discussion, and practice that can help to develop students» technology, pedagogy, and content knowledge (TPACK).

The results demonstrate that early childhood teachers have high perceptions about mathematical knowledge for teaching being especially high on the knowledge of teaching and lowest on content knowledge.