DELINEATING ISSUES RELATED TO HORIZON CONTENT KNOWLEDGE FOR MATHEMATICS TEACHING

Abstract

The conceptualisation of mathematical knowledge for teaching (MKT) has recently received much attention. Scholars have provided examples, studied effects, and debated importance. However, from among the MKT domains, horizon content knowledge (HCK) has received less attention. In particular, the nature of the knowledge as it is related to teaching is unclear. We argue for efforts to clarify definitions and to test and refine those definitions with the use of realistic and vetted examples of professional work. To advance this agenda, we provide a working definition of HCK and use it to discuss a vignette involving irrational numbers.