Inah Ko

Inah Ko
University of Michigan | U-M · School of Education

About

11
Publications
804
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19
Citations
Introduction

Publications

Publications (11)
Article
Full-text available
In this paper, we examine the relationships between teachers’ subject matter preparation and experience in teaching and their performance on an instrument measuring mathematical knowledge for teaching algebra 1. We administered the same instrument to two different samples of teachers−high school practicing teachers and community college faculty−who...
Article
This study analyses College of Education and Human Development an online scenario-based instrument in which secondary mathematics teachers from across the United States were presented with episodes of mathematics instruction and then asked to make a decision at a critical juncture. The theory of practical rationality suggests that the decisions of...
Article
This study proposes task of teaching as an organizer of dimensionality in teachers’ subject matter knowledge for teaching (SMK) and investigates it in the context of measuring SMK for teaching high school geometry (SMK-G). We hypothesize that teachers use different SMK-G in different aspects of their teaching work and that such differences can be s...
Article
We investigate teachers' decision making in contexts where they could choose to provide students more authentic experiences with proving. Specifically, we investigate their preferences to depart from norms about what proof problems to assign to students. Scenario-based instruments consisting of two sets of items reflecting two hypothesized norms in...
Article
Full-text available
We show how we used a national distribution of responses from 416 practicing teachers to items of a test of mathematical knowledge for teaching geometry to estimate changes in knowledge by a group of 11 practicing teachers who participated in a 2-year practice-based professional development programme. To draw a reliable interpretation of the change...
Conference Paper
This paper reports on an ongoing project aimed at developing an inter-institutional system of professional support for the improvement of the Geometry for Teachers (GeT) courses that mathematics departments teach to preservice secondary teachers. In alignment with the literature on improvement science (see Bryk et al., 2015; Lewis, 2015), it is ess...
Thesis
This study proposes a way of organizing mathematical knowledge for teaching that permits to reveal its multidimensionality. Scholars concerned with teachers’ mathematical knowledge have traditionally distinguished knowledge dimensions by knowledge types, such as mathematical content knowledge or pedagogical content knowledge (e.g., the MKT framewor...
Conference Paper
Using mixed-effects regression, we analyzed teachers’ responses to a multimedia survey of instructional practices in posing proof problems in geometry. Teachers described and rated for appropriateness three different ways of involving students in deciding what to prove, including one in which the teacher chooses the givens and the conclusion to pro...
Conference Paper
For more than 30 years, education researchers have been trying to characterize and differentiate between the practice and thinking of expert and novice teachers (Borko, Roberts, & Shavelson, 2008). Berliner (1986) identified four challenges in studying expertise: (1) The shortcomings of (then) common methods of studying teaching expertise (e.g., th...
Conference Paper
Full-text available
This study describes an investigation exploring relationships between pre-service teachers' (PSTs') mathematical knowledge for teaching geometry (MKT-G) and their educational experiences. Our data from 108 pre-service teachers from 6 universities suggest that PSTs' experience in the classroom had the most significant effect on their MKT-G scores. T...

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Projects

Project (1)
Project
“Implementing EMATHS (Embracing Mathematics, Assessment & Technology in High Schools) through LessonSketch StoryCircles” (also known as EMATHS) is a Mathematics and Science Partnership grant awarded in 2015 by Michigan's Department of Education in which Macomb County consultants use the LessonSketch platform to remotely engage groups of teachers in the process of creating representations of lessons from the EMATHS curriculum using a StoryCircles approach (developed by the GRIP at University of Michigan). Through the StoryCircles process, teachers share their experience and knowledge of practice to anticipate student responses to mathematical tasks and construct diverse ways of addressing student mathematical contributions.