Mathematical Knowledge for Teaching and Task Unfolding: An Exploratory Study*

By Charalambos Y. Charalambous. The Elementary school journal, 2010

118 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/44d8f66f054b91c7f90ecff87908778672a95ec2

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In Applied Mathematics

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In Statistics and Probability

Citations in the corpus

Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers (2021, background): “In fact, several studies have documented that teachers’ deep understanding of concepts is linked to effective instruction and student learning (e.g., Charalambous, 2010; Copur-Gencturk, 2015; Hill et al., 2008; Kersting et al., 2012; Tchoshanov, 2011).”
Prospective teachers’ learning to provide instructional explanations: how does it look and what might it take? (2011, background): “Her case also suggests that this shift might be difficult to make, something that resonates with recent studies documenting analogous struggles faced practicing teachers (e.g., Charalambous 2010; Izsa ´k et al. 2008).”
Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning (2019, background): “…predicted that teachers’ MKT might more strongly correlate with student achievement on the alternative test given empirical evidence suggesting a positive link between teachers’ MKT 1 3 and the cognitive level at which mathematics is presented and enacted in the classroom (e.g., Charalambous 2010).”
Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans (2013, methodology): “Some teachers also tried to incorporate the concreteness-fading method (Goldstone & Son, 2005) to unfold tasks (Charalambous, 2010).”
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, background): “Studies that explored the role of the curriculum materials did so minimally (e.g. Rowland et al. 2005, Charalambous 2010), largely due to design limitations: because they sampled teachers using different curriculum materials, these studies could not support a systematic exploration of the…”
Making Progress on Mathematical Knowledge for Teaching (2016, unknown): “In a similar vein, an exploratory study by Charalambous (2010) investigated teachers’ knowledge in relation to selection and use of mathematical tasks.”
Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn (2017, background): “The likelihood that teachers will attempt to play such a role in every classroom depends on a number of factors, including teachers’ mathematical knowledge for teaching (Hill, Schilling, & Ball, 2004), conceptions of high-quality instruction (or “instructional vision”; Munter, 2015; Wilhelm, 2014), ”
Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…mathematics teachers, particularly at the elementary level, have the capacity to teach mathematics in ways that engage students in challenging tasks and can maintain the cognitive demand of mathematical tasks once they have introduced tasks to their students (Charalambous, 2010; Hill et al., 2008).”
Formal and Informal Mentoring (2014, background): “Furthermore, teachers with more math knowledge have been shown to focus more on higher order cognitive demands (Charalambous, 2010), go deeper into fewer topic areas (Leinhardt & Smith, 1985), better understand students’ methods, and better grasp the structures underlying mathematics and how they…”