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Contextual Research and Large Empirical Research - Developing the theory of mathematical knowledge for teaching by investigating its nature, measurement, and growth

Primary Investigator(s): Deborah Ball, Hyman Bass, Mark Hoover

Funding Agency: National Science Foundation

Amount: $2,695,570

Period: 9/1/2010 - 3/1/2017

In this project, the investigators will further develop the practice-based theory of mathematical knowledge for teaching (MKT) on which they have been working for the last decade - i.e. the mathematical knowledge needed for the work of effective mathematics teaching. The proposed project will advance on three key fronts: (1) the empirical analysis of the demands of teaching; (2) the conceptualization of a professional trajectory of content knowledge learning and use; and (3) the development and analysis of valid forms of knowledge measurement.