Analysing the use of history of mathematics through MKT^†

Abstract

In this article, we analyse three 'classical' cases of using history of mathematics in teacher training and reinterpret them using the framework of mathematical knowledge for teaching (MKT). We continue with a discussion of the potential benefits of applying MKT as a framework for discussion in research related to the use of history in mathematics education. MKT serves as an example of a framework from general mathematics education research which has something to offer in this respect. We argue that the MKT framework provides a powerful language to communicate results from research on the uses of history of mathematics to researchers in other areas of mathematics education research.

How Education Affects Mathematics Teachers' Knowledge: Unpacking Selected Aspects of Teacher Knowledge

“…Although the origins of MKT are American, in more recent times the MKT methods of measurement have also been used beyond the American context, for instance in Ireland (Delaney, Ball, Hill, Schilling, & Zopf, 2008), South Korea (Kwon, Thames, & Pang, 2012), Ghana (Cole, 2012), Indonesia (Ng, 2012), Norway (Fauskanger, Jakobsen, Mosvold, & Bjuland, 2012), Iceland (Jóhannsdóttir & Gísladóttir, 2014, and Malawi (Kazima, Jakobsen, & Kasoka, 2016). Interest has also been growing in applying this framework within the Nordic context (Fauskanger et al, 2012;Jankvist, Mosvold, Fauskanger, & Jakobsen, 2015;Jóhannsdóttir & Gísladóttir, 2014;Mosvold, Bjuland, Fauskanger, & Jakobsen, 2011;Mosvold & Fauskanger, 2013).…”

Exploring the Relevance of Advanced Mathematical Knowledge for Secondary-Level Instruction

“…Hence, more advanced mathematics is relevant to develop the communication skills required not only to teach but also to study a newly emerging subject matter. The assertion stated by Jankvist et al (2015) and O'Meara (2010) that sophisticated mathematical understanding ensures that knowledge of how mathematics can be applied supports this finding.…”

“…It falls under the subject matter knowledge. Specialized content knowledge (SCK) is the higher level of mathematical knowledge by which teachers create connections between how mathematics can be represented and it enables teachers, how mathematics can be applied (Jankvist et al, 2015;O'Meara, 2010). It includes deep and scientific knowledge of related disciplines.…”

“…Mathematics teachers must have the knowledge and skill of selecting and using appropriate teaching material according to curriculum and content. All these features of knowledge can be encapsulated in terms of knowledge of the content and curriculum required to teach secondary-level mathematics (Jankvist et al, 2015). This knowledge enables the teacher to structure the mathematical knowledge to teach at the secondary level.…”

Contextualizing the Mathematical Knowledge for Teaching Framework for teachers of Emergent Bilinguals

“…Within PCK lies KCS, or the idea that teachers of mathematics must have a robust understanding of how students think about, know, and learn mathematics (Ball et al, 2008). For instance, teachers must know about mathematics in a way that enables them to anticipate what students may find confusing, identify topics their students might find motivating, and interpret the mathematics students' spoken and written words (Jankvist et al, 2015;Nolan et al, 2015), among other things. Therefore, in order to have a more accurate understanding of the interactions between mathematics and EBs, a contextualization of KCS must also include a shift in orientation that focuses on what they can contribute to mathematics rather than focusing on the challenges that may come with being multilingual.…”