Extending the notion of specialized content knowledge: proposing constructs for SCK

Journal article


Lai, Mun Y. and Clark, Julie. (2018). Extending the notion of specialized content knowledge: proposing constructs for SCK. Mathematics Teacher Education and Development. 20(2), pp. 75 - 95.
AuthorsLai, Mun Y. and Clark, Julie
Abstract

While it is widely believed that Specialized Content Knowledge (SCK) is essential to effective and quality mathematics teaching, the specific constructs that compose SCK remain underspecified. This paper describes the development and use of a new framework that extends the notion of SCK. The framework was trialled with a cohort of 90 first year Bachelor of Education (Primary) pre-service teachers who enrolled in a regional Australian university. The pre-service teachers undertook a mathematics test, which required them to address school students’ misconceptions and to explain specific mathematical concepts. Resultant data (i.e., the pre-service teachers’ responses to the written test) provided an empirical basis for the proposed constructs of SCK. The analysis of the data allowed insight into the central question: whether the proposed framework enables researchers to identify the constructs of SCK in the pre-service teachers’ responses to a written test which examines their SCK. Ultimately, we aim to conceptualise the constructs of SCK through elaborating the theoretical and empirical basis.

Year2018
JournalMathematics Teacher Education and Development
Journal citation20 (2), pp. 75 - 95
PublisherMathematics Education Research Group of Australasia (MERGA)
ISSN1442-3901
Open accessOpen access
Page range75 - 95
Research GroupSchool of Education
Publisher's version
Place of publicationAustralia
EditorsF. Ell
Permalink -

https://acuresearchbank.acu.edu.au/item/86110/extending-the-notion-of-specialized-content-knowledge-proposing-constructs-for-sck

  • 71
    total views
  • 40
    total downloads
  • 3
    views this month
  • 2
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Strategies for pbl on social issues
Clark, Julie Margaret. (2009). Strategies for pbl on social issues. In In J. Ee and O. Seng Tan (Ed.). PBL Made Simple: Lessons for the classroom pp. 95 - 110 Cengage Learning Asia Pte Ltd.
Problem-based learning, pedagogy & practice
Sutherland, Louise, Carroll, Kay, Clark, Julie Margaret, Kane, Janis Pearl and Preston, Christine. (2009). Problem-based learning, pedagogy & practice. 2nd International PBL Symposium Proceedings. Singapore, Republic of Singapore: Centre for Educational Development Republic Polyt.... pp. 494 - 501
Teachers' self-assessment of subject matter knowledge
Clark, Julie Margaret. (2007). Teachers' self-assessment of subject matter knowledge. In In J. Butcher and L. McDonald (Ed.). Making a Difference - Challenges for Teachers, Teaching and Teaching Education pp. 95 - 108 Sense Publishers.
Is professed confidence in subject matter a reliable indicator of understanding?
Clark, Julie Margaret. (2005). Is professed confidence in subject matter a reliable indicator of understanding? In J Clarke and M Maguire (Ed.). Proceedings of the 12th International Study Association on Teachers and Teaching. Sydney, Australia: Australian Catholic University. pp. 173 - 180
Efficacy of strategies used to implement problem based learning of contemporary and controversial issues in the classroom
Harrison, Terry and Clark, Julie Margaret. (2004). Efficacy of strategies used to implement problem based learning of contemporary and controversial issues in the classroom. Proceedings of PBL 2004 International Conference. Mexico City, Mexico: Tecnologico De Monterrey. pp. 1 - 9
Implementing Problem based Learning about the Environment in the K-6 Classroom :How much scaffolding is needed?
Clark, Julie Margaret and Harrison, Terry. (2004). Implementing Problem based Learning about the Environment in the K-6 Classroom :How much scaffolding is needed? Proceedings of PBL 2004 International Conference. Mexico City, Mexico: Tecnologico De Monterrey. pp. 1 - 8
Implementing an ecological simulation: Do children's knowledge and attitudes change?
Harrison, Terry and Clark, Julie. (2003). Implementing an ecological simulation: Do children's knowledge and attitudes change? Australian Journal of Environmental Education. 19, pp. 37 - 46.