REVIEW article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1575771
This article is part of the Research TopicMathematics teachers' construction and enactment of disciplinary knowledgeView all articles
Unpacking Constructs used to Describe Teachers' Mathematics Knowledge for Teaching: Insights into MKT and MMT
Provisionally accepted
- Central College, Pella, United States
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Over the past thirty years, researchers in the United States have investigated teachers' mathematical knowledge and its interaction with their instructional practices. This research has produced a significant body of literature related to teachers' Mathematical Knowledge for Teaching (MKT). A review of this body of literature revealed diversity in the ontological perspectives and research priorities, highlighting constructs such as Mathematical Knowledge for Teaching (MKT), Mathematical Meanings for Teaching (MMT), and Key Pedagogical Understandings (KPUs). This analysis provides a comprehensive overview of these constructs, detailing their definitions, applications, and interrelationships. By clarifying these concepts, the report aims to consolidate understanding and inform future research and practice in mathematics education.
Keywords: Mathematical knowledge for teaching (MKT), Mathematical Meanings for Teaching (MMT), decentering, Piaget, meanings, Pedagogical content knowledge (PCK)
Received: 12 Feb 2025; Accepted: 02 Jun 2025.
Copyright: © 2025 Rocha. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Abby Rocha, Central College, Pella, United States
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