Pedagogical Content Knowledge

Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics.

This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. Drawing from highly resonant concepts from materialism and Indigenous Knowledges—two perspectives that researchers rarely bring into dialogue—this alternative approach explores the reciprocal, material, and more-than-human nature of noticing. By focusing on the role of movement in noticing, the approach discusses the indivisibility of sensing and making sense as students and teachers mobilize mathematical concepts.

Background
Elementary educators are increasingly asked to teach engineering design, motivating study of how they learn to teach this discipline. In particular, there is a need to examine how teachers reason about pedagogical situations and dilemmas in engineering—how they draw on their disciplinary understandings, attention to students' thinking, and pedagogical practices to support students' learning.

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice.

We examine the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions. We investigate whether and how five teachers’ attention to student thinking changed when implementing problem-based lessons that they collaboratively designed. Using Sherin and van Es’ (2009) framework, we analyzed 14 lessons taught over two consecutive years.

This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform (www.lessonsketch.org). We briefly describe the platform and the larger project and then using the experiences created by two fellows illustrate the kinds of materials being created by the teacher educators.

There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members understand cultural expectations, relationships, and the subtleties of communication, including non-verbalcommunication” within the community (Kitson & Bowes, 2010, p.86).

Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States.

Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States.

Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States.