Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing

• Published in: International electronic journal of mathematics education Vol. 13; no. 2; pp. 75 - 90
• Main Authors: Lee, Yujin, Capraro, Robert M., Capraro, Mary Margaret
• Format: Journal Article
• Language: English
• Published: East Sussex International Electronic Journal of Mathematics Education 10.06.2018
• Subjects: Academic Achievement; Classrooms; Creativity; Educational Facilities Improvement; Educational Methods; Educational Objectives; Educational Practices; Educational Strategies; Electronic Journals; Elementary Education; Elementary Secondary Education; Faculty Development; Graphs; Instructional Effectiveness; Kindergarten; Knowledge; Knowledge Base for Teaching; Learning Problems; Mathematical Concepts; Mathematics; Mathematics Achievement; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Mathematics Teachers; National Curriculum; Pedagogical Content Knowledge; Pedagogy; Problem Solving; Researchers; Teacher Attitudes; Teacher Characteristics; Teacher Role; Teaching Methods; World Problems

Since the National Council of Teachers of Mathematics ([NCTM], 2000) and the National Research Council ([NRC], 2005) revealed that problem posing needed to be incorporated into mathematics classrooms, the importance of teachers’ roles in problem posing has been emphasized in K-12 mathematics curricu...