caa a22 4500 606188029 CHVBK 20210128100843.0 cr unu---uuuuu 210128e20150401xx s 000 0 eng 10.1007/s10857-014-9277-4 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9277-4 Definitions of mathematical knowledge for teaching: using these constructs in research on secondary and college mathematics teachers [Elektronische Daten] [Natasha Speer, Karen King, Heather Howell] The construct "mathematical knowledge for teaching” (MKT) has received considerable attention in the mathematics education community in recent years. The development and refinement of the MKT construct, including the components of common content knowledge (CCK) and specialized content knowledge (SCK), came from research into elementary teachers' practices. In this article, we argue that various issues arise as these constructs are used in research on secondary and post-secondary teachers. For example, elementary teachers typically differ from teachers of higher grades in their content preparation. What then is the relationship of CCK to SCK for those holding a bachelors degree or higher in mathematics? The MKT construct is based on CCK being knowledge held or used by an average mathematically literate citizen and that SCK is different. However, among those teaching in secondary and post-secondary contexts, what should be considered CCK? Is conceptual understanding of the CCK among those with bachelor's degrees or higher level mathematics the same as SCK? We examine these questions as well as others that arose from our examination of definitions of CCK and SCK as we attempted to utilize those definitions to characterize the nature of MKT at secondary and undergraduate levels. We illustrate these issues with data from two instructional settings. Springer Science+Business Media Dordrecht, 2014 Teacher knowledge nationallicence Mathematical knowledge for teaching nationallicence Secondary teachers nationallicence Post-secondary teachers nationallicence Speer Natasha Department of Mathematics and Statistics, The University of Maine, 234 Neville Hall, 04469, Orono, ME, USA aut King Karen Division of Research on Learning in Formal and Informal Environments, National Science Foundation, 4201 Wilson Blvd, Suite 885N, 22230, Arlington, VA, USA aut Howell Heather New York University, 82 Washington Square East 7th floor, 10003, New York, NY, USA aut Journal of Mathematics Teacher Education Springer Netherlands 18/2(2015-04-01), 105-122 1386-4416 18:2<105 2015 18 10857 https://doi.org/10.1007/s10857-014-9277-4 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9277-4 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Speer Natasha Department of Mathematics and Statistics, The University of Maine, 234 Neville Hall, 04469, Orono, ME, USA aut NATIONALLICENCE 700 1- King Karen Division of Research on Learning in Formal and Informal Environments, National Science Foundation, 4201 Wilson Blvd, Suite 885N, 22230, Arlington, VA, USA aut NATIONALLICENCE 700 1- Howell Heather New York University, 82 Washington Square East 7th floor, 10003, New York, NY, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/2(2015-04-01), 105-122 1386-4416 18:2<105 2015 18 10857