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

Yujin Lee; Robert M. Capraro; Mary Margaret Capraro

doi:10.12973/iejme/2698

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Yujin Lee ¹ ^* , Robert M. Capraro ¹, Mary Margaret Capraro ¹

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¹ Texas A&M University, USA^* Corresponding Author

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.

Keywords

problem posing
subject matter knowledge
knowledge of content and teaching
knowledge of content and students
pedagogical content knowledge

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 13, Issue 2, May 2018, 75-90

https://doi.org/10.12973/iejme/2698

Publication date: 10 Jun 2018

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How to cite this article

APA

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

Vancouver

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

AMA

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

Chicago

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

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

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