Yesterday I asked which is more important for a math teacher: teaching ability or content knowledge.
Several commenters reframed the question as pedagogy vs content knowledge. I found that shift helpful, so let’s run with that.
My original plan was to highlight a few comments here, and then offer a twist (or two) on the original question. But the post received way more than a few comments, and all of them are super thoughtful. Instead of including a few excerpts here, I’m going to push against conventional Internet wisdom and encourage you to go read all the comments. (Seriously. It’ll only take a few minutes, and it’ll be worth every second.)
Alright, welcome back!
This discussion has raised a host of new questions for me. I’ll rattle off three of them here (and possibly more in a future post). Feel free to chime in on one or all. Or just lurk. That’s cool too. 🙂
- Is it possible to separate pedagogy from content knowledge?
- What are the best ways to develop one’s pedagogy?
- What are the best ways to develop one’s content knowledge?
At the risk of damaging the discussion by asking too many questions at once, here’s one more:
- Suppose you’re involved in hiring for your department. What are the top three qualities/skills you look for in a math teacher? (Double bonus: Rank them.)