[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600791-105":59,"doc-detail-600791-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","developing-a-model-of-pedagogical-content-knowledge-for-secondary-and-post-secondary-mathematics-instruction","Developing a Model of Pedagogical Content Knowledge for Secondary and Post-Secondary Mathematics Instruction","","Accepted framing of mathematics pedagogical content knowledge (PCK) within mathematical knowledge for teaching focuses on what mathematical reasoning, insight, understanding, and skills are needed to teach elementary mathematics. Prior efforts largely target K-8 contexts, while this theory development report addresses the need for examples and theory for teachers with deeper mathematical preparation and older learners with varied, complex mathematics learning experiences. It proposes an extended PCK model shaped by rich understandings, teaching experience, and culturally mediated classroom interactions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-a-model-of-pedagogical-content-knowledge-for-secondary-and-post-secondary-mathematics-instruction/600791/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-a-model-of-pedagogical-content-knowledge-for-secondary-and-post-secondary-mathematics-instruction/600791.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the document identify as the central focus of mathematics pedagogical content knowledge (PCK)?","Question",{"text":112,"@type":113},"It frames PCK as part of mathematical knowledge for teaching by asking what mathematical reasoning, insight, understanding, and skills are required for someone to teach mathematics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report extend earlier PCK work beyond elementary education?",{"text":117,"@type":113},"It highlights a gap in prior models that mainly address early grades (K-8) and argues for examples and theory for teachers with greater mathematical preparation and older students with more varied and complex learning experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the proposed structure of the extended PCK model?",{"text":121,"@type":113},"The report presents PCK as an interplay among conceptually rich mathematical understandings, experience in and of teaching, and multiple culturally mediated classroom interactions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600791,1792171389,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","ISSN: 2325-3290 (online)  \nDeveloping a Model Of Pedagogical Content Knowledge For Secondary And Post-Secondary Mathematics Instruction  \nShandy Hauk  \nWestEd and University of Northern Colorado  \nBilly Jackson  \nUniversity of West Georgia  \nJenq-Jong Tsay  \nU. Texas – Pan American  \nAbstract  \nThe accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.  \nKeywords: pedagogical content knowledge; discourse; intercultural awareness  \nShandy Hauk , an experienced secondary and post-secondary teacher, is a senior researcher at WestEd and affiliate professor in mathematical sciences at the University of Northern Colorado Graduate School. Her PhD is in mathematics with post-doctorate in mathematics education. Centered in culturally and linguistically attentive mathematics and science education, her research and development work includes mentoring doctoral students and post-doctoral researchers. She is principal investigator on several projects that use web-based technologies in support of professional learning among middle school, highschool, and college mathematics instructors. She can be contacted at: WestEd STEM Program, 400  \nSeaport Court – Ste 222, Redwood City, CA 94063. Email: [shauk@wested.org](shauk@wested.org)  \nAllison F. Toney is an Associate Professor of Mathematics Education at the University of North Carolina Wilmington. Her research focuses on post-secondary student experiences in learning mathematics and mathematics teacher professional development. A specialist in qualitative research methods, her  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj.2014.40 | Vol. 2](DOI: 10.5195/dpj.2014.40 | Vol. 2) (2014)  \nA16  \nDeveloping a Model of Pedagogical Content Knowledge for Secondary and PostSecondary Mathematics Instruction  \nShandy Hauk, Allison Toney, Billy Jackson, Reshmi Nair and Jenq-Jong Tsay  \nsecondary research interest is in narrative research techniques, including autoethnography and narrative inquiry. She can be contacted at: Department of Mathematics and Statistics, University of North Carolina  \nWilmington, 601 S. College Rd. , Wilmington, NC 28403. Email: [toneyaf@uncw.edu](toneyaf@uncw.edu)  \nDr. Billy Jackson is a mathematician with 6 years of experience in teacher education. He has worked with preservice and in service teachers during his tenure in mathematics education and has contributed to several works on pedagogical content knowledge for teaching mathematics.  \nReshmi Nair, previously a high school teacher in India, is a post-doc with the Mathematics Teacher Leadership Center at the University of Northern Colorado. She received her PhD in mathematics from the University of Wyoming. Her mathematics education research interests are in teacher leader development , pedagogical content knowledge of teachers and teacher leaders , distance teaching in mathematics , Mathematical content knowledge for pre-service and in-service teacher development, and intercultural awareness of teacher educators, teachers and students. She can be contacted via email at [reshmi.nair@unco.edu](reshmi.nair@unco.edu)  \nJenqJong Tsay is Associate Professor of Mathematics Education at University of Texas-Pan American. His research specialty areas are te","cbCaiqZIDJVmT7zT","https://ap.wps.com/l/cbCaiqZIDJVmT7zT","pdf",2620492,25,"English","# Abstract\n# Pedagogical Content Knowledge in Mathematics Teaching\n## Extended model for secondary and post-secondary instruction\n## Key framing and rationale","[{\"question\":\"What does the document identify as the central focus of mathematics pedagogical content knowledge (PCK)?\",\"answer\":\"It frames PCK as part of mathematical knowledge for teaching by asking what mathematical reasoning, insight, understanding, and skills are required for someone to teach mathematics.\"},{\"question\":\"How does the report extend earlier PCK work beyond elementary education?\",\"answer\":\"It highlights a gap in prior models that mainly address early grades (K-8) and argues for examples and theory for teachers with greater mathematical preparation and older students with more varied and complex learning experiences.\"},{\"question\":\"What is the proposed structure of the extended PCK model?\",\"answer\":\"The report presents PCK as an interplay among conceptually rich mathematical understandings, experience in and of teaching, and multiple culturally mediated classroom interactions.\"}]","Developing a Model of Pedagogical Content Knowledge for Secondary and Post-Secondary Mathematics Instruction | PDF",1792091393,63]