Frameworks for Teachers’ Knowledge of Mathematics

Haruna,Umar Ibrahim


This paper, describes seven teacher knowledge frameworks and relates these frameworks to the teaching and assessment of elementary teachers’ mathematics knowledge. The frameworks classify teachers’ knowledge and provide a vocabulary and common language through which knowledge can be discussed and assessed. These frameworks are categorized into two classes: content knowledge and content knowledge for teaching. Content knowledge frameworks include Instrumental and Relational Understandings, Procedural and Conceptual Understandings, Depth of Knowledge; and  Cognitive Complexities. Content knowledge for teaching frameworks includes. Type of Teachers Knowledge and  Mathematical Knowledge for Teaching. The Diagnostic Teacher Assessment of Mathematics and Science (DTAMS), a tool that assesses both mathematics teachers’ depth of conceptual knowledge and pedagogical content knowledge, is used to concretely connect the frameworks. The paper concludes with examples of quantitative assessments of teachers’ mathematics knowledge based on these teachers’ knowledge frameworks.

Full Text: PDF
Download the IISTE publication guideline!

To list your conference here. Please contact the administrator of this platform.

Paper submission email:

ISSN (Paper)2224-5758 ISSN (Online)2224-896X

Please add our address "" into your email contact list.

This journal follows ISO 9001 management standard and licensed under a Creative Commons Attribution 3.0 License.

Copyright ©