Pedagogical Content Knowledge

Toward a Framework of Culturally Relevant Science and Mathematics Pedagogy: A Pedagogical and Analytical Tool for Teacher Education

In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most accessible and easy-to-implement, to the most challenging and often contentious ways to teach mathematics and science. We provide examples of CRSMP that re-position marginalized learners in relation to science and mathematics.

Author/Presenter

Paula A. Magee

Craig Willey

Lead Organization(s)
Year
2024
Short Description

In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most accessible and easy-to-implement, to the most challenging and often contentious ways to teach mathematics and science.

Mathematics Teacher Educators’ Navigational Expertise When Designing Multimodal Representations of Practice: A Semiotic Analysis

Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of practitioners and students of practice. While MTE are increasingly utilizing designed multimodal representations of practice (such as storyboards), theoretical frameworks and methods for analyzing these pedagogical artifacts and the meanings they support are still in early development.

Author/Presenter

Gil Schwarts

Patricio Herbst

Daniel Chazan

Orly Buchbinder

Lawrence M. Clark

Rob Wieman

William Zahner

Year
2025
Short Description

Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of practitioners and students of practice. While MTE are increasingly utilizing designed multimodal representations of practice (such as storyboards), theoretical frameworks and methods for analyzing these pedagogical artifacts and the meanings they support are still in early development. We utilize a semiotic framework, expanding systemic functional linguistics to encompass non-linguistic elements, to identify aspects of what we call navigational expertise—which supports PTs in engaging both as practitioners and students of the practice.

Variation in the Implementation of Educative Curriculum Materials for Elementary Science Teacher Educators in Two Course Contexts: An Exploratory Case Study

Educative curriculum materials (ECM) have been shown to support K-12 teacher learning, but little is known about teacher educators’ use of ECM. In this study, we report on enactments of ECM designed to support the development of preservice elementary teachers’ content knowledge for teaching about matter in two different courses to understand how teacher educators use ECM. Participants were two full professors teaching science content and science methods courses for elementary preservice teachers at a public university in the Pacific Northwest.

Author/Presenter

Josie C. Melton

Jamie N. Mikeska

Year
2025
Short Description

Educative curriculum materials (ECM) have been shown to support K-12 teacher learning, but little is known about teacher educators’ use of ECM. In this study, we report on enactments of ECM designed to support the development of preservice elementary teachers’ content knowledge for teaching about matter in two different courses to understand how teacher educators use ECM.

Variation in the Implementation of Educative Curriculum Materials for Elementary Science Teacher Educators in Two Course Contexts: An Exploratory Case Study

Educative curriculum materials (ECM) have been shown to support K-12 teacher learning, but little is known about teacher educators’ use of ECM. In this study, we report on enactments of ECM designed to support the development of preservice elementary teachers’ content knowledge for teaching about matter in two different courses to understand how teacher educators use ECM. Participants were two full professors teaching science content and science methods courses for elementary preservice teachers at a public university in the Pacific Northwest.

Author/Presenter

Josie C. Melton

Jamie N. Mikeska

Year
2025
Short Description

Educative curriculum materials (ECM) have been shown to support K-12 teacher learning, but little is known about teacher educators’ use of ECM. In this study, we report on enactments of ECM designed to support the development of preservice elementary teachers’ content knowledge for teaching about matter in two different courses to understand how teacher educators use ECM.

Middle School Mathematics Teachers’ Proportional Reasoning and Its Relation to Their Content and Pedagogical Content Knowledge

Proportional reasoning is an important but challenging skill for students and teachers. This article, presents findings from two studies investigating whether four categories of reasoning identified by Copur-Gencturk et al. (2022, A Closer Look at Teachers’ Proportional Reasoning. International Journal of Science and Mathematics Education, 21(1), 113–129) apply to a national sample of U.S. middle school mathematics teachers (N = 1,320) and can be captured consistently by similar tasks.

Author/Presenter

Yasemin Copur-Gencturk

John Ezaki

Year
2025
Short Description

Proportional reasoning is an important but challenging skill for students and teachers. This article, presents findings from two studies investigating whether four categories of reasoning identified by Copur-Gencturk et al. apply to a national sample of U.S. middle school mathematics teachers (N = 1,320) and can be captured consistently by similar tasks.

Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience

Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to examine the effectiveness of teacher education program and field experiences in facilitating preservice teachers’ (PSTs) PCK for children’s fraction reasoning in grades 4–6.

Author/Presenter

Maryam Zolfaghari

Karl Kosko

Christine Austin

Lead Organization(s)
Year
2024
Short Description

Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment.

Cultivating a Higher Level of Student Agency in Collective Discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking

In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in sensemaking and enhancing agency levels.

Author/Presenter

Ying-Chih Chen

Lead Organization(s)
Year
2024
Short Description

Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in sensemaking and enhancing agency levels. This study analyzed 28 whole-class discussions led by seven science teachers, identifying three phases: problematization, coherence negotiation, and new understanding enactment.

Using Fitbits and Heart Rate Variance (HRVa) to Understand Preservice Teacher Experiences in Extended Reality

Extended reality (XR) is increasingly used to support preservice and inservice teacher training. Its use in teacher education has shown promise in improving future educators’ engagement, self-confidence, and noticing skills. Despite this evidence, the field lacks innovative measures to assess outcomes such as those offered through biometric data collection. This article addresses this gap by presenting the findings of a study involving 18 PSTs, who watched a 360 video of an elementary classroom while their heart rate data was gathered.

Author/Presenter

Richard Ferdig

Karl Kosko

Enrico Gandolfi

Lead Organization(s)
Year
2023
Short Description

Extended reality (XR) is increasingly used to support preservice and inservice teacher training. Its use in teacher education has shown promise in improving future educators’ engagement, self-confidence, and noticing skills. Despite this evidence, the field lacks innovative measures to assess outcomes such as those offered through biometric data collection. This article addresses this gap by presenting the findings of a study involving 18 PSTs, who watched a 360 video of an elementary classroom while their heart rate data was gathered.

Innovative Research Approaches to Mathematics Teacher Noticing

Author/Presenter

Gabriele Kaiser

Thorsten Scheiner

Michal Ayalon

Karl W. Kosko

Nicole B. Kersting

Ceneida Fernandez

Alison Castro Superfine

Janet Walkoe

Anton Bastian

Jessica Hoth

Macarena Larrain Jory

Xinrong Yang

Ban Heng Choy

Lead Organization(s)
Year
2023
Short Description

This research forum explores innovative research approaches to teacher noticing in mathematics education, focusing on four key areas: theoretical perspectives and conceptualizations of teacher noticing, methodological approaches to the study of teacher noticing, teachers’ professional learning of noticing, and new research directions in teacher noticing.

Gaze Analysis System for Immersive 360 Video for Preservice Teacher Education

Author/Presenter
Chris Lenart

Pegah Ahadian

Yuxin Yang

Simon Suo

Ashton Corsello

Karl Kosko

Qiang Guan

Lead Organization(s)
Year
2023
Short Description

Unified systems for multi-sensor devices, particularly eye-tracking in Virtual Reality (VR), are intricate and often require the listening and streaming of multichannel data. In this project, we propose a visual analysis framework for replicating a participant's viewing involvement by interpreting head movements as rotations and point-of-gaze (POG) as on-screen indicators.