International Electronic Journal of Mathematics Education

Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Lee Y, Capraro RM, Capraro MM. Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing. Int Elect J Math Ed. 2018;13(2), 75-90. https://doi.org/10.12973/iejme/2698
APA 6th edition
In-text citation: (Lee et al., 2018)
Reference: Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing. International Electronic Journal of Mathematics Education, 13(2), 75-90. https://doi.org/10.12973/iejme/2698
Chicago
In-text citation: (Lee et al., 2018)
Reference: Lee, Yujin, Robert M. Capraro, and Mary Margaret Capraro. "Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing". International Electronic Journal of Mathematics Education 2018 13 no. 2 (2018): 75-90. https://doi.org/10.12973/iejme/2698
Harvard
In-text citation: (Lee et al., 2018)
Reference: Lee, Y., Capraro, R. M., and Capraro, M. M. (2018). Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing. International Electronic Journal of Mathematics Education, 13(2), pp. 75-90. https://doi.org/10.12973/iejme/2698
MLA
In-text citation: (Lee et al., 2018)
Reference: Lee, Yujin et al. "Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing". International Electronic Journal of Mathematics Education, vol. 13, no. 2, 2018, pp. 75-90. https://doi.org/10.12973/iejme/2698
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Lee Y, Capraro RM, Capraro MM. Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing. Int Elect J Math Ed. 2018;13(2):75-90. https://doi.org/10.12973/iejme/2698

Abstract

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 curriculum because of instructors’ impact on students’ mathematical performance. In the present study, researchers investigated teachers’ subject matter knowledge (SMK), knowledge of content and teaching (KCT), and knowledge of content and students (KCS) in terms of problem-posing. A qualitative study design and inductive analysis were used to gather and interpret data from interviews conducted with four mathematics teachers. Results indicated that participants had SMK of problem posing, but their actual problem-posing results did not reflect their SMK well. In terms of KCS and KCT, teachers were aware of the importance of problem posing for students’ mathematical development but felt that there were several significant factors impeding the effective incorporation of problem posing within their classes. These findings underscore the importance of professional development for teacher pedagogical knowledge in problem posing.

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