Diagnostic Instrument for Teachers' Content and Pedagogical Content Knowledge of Numbers and Operations

Despite the agreement across teacher educators on the importance of teachers’ content and pedagogical content knowledge in creating meaningful learning opportunities for students, many existing assessments of teacher knowledge have not been designed to capture the key elements of these knowledge components, particularly pedagogical content knowledge. In addition, many teacher assessments do not provide insights into teachers’ proficiency in these knowledge elements. This hampers teacher educators’ efforts to provide support in the areas teachers need and to conduct educational research to determine the role these key elements of teachers’ knowledge play in student learning. In this project, we aim to address this need by creating a diagnostic measure that will provide insights into teachers’ mastery of the key elements of content and pedagogical content knowledge needed for teaching.