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The language used to articulate content as an aspect of pedagogical content knowledge

Citation

Chick, H, The language used to articulate content as an aspect of pedagogical content knowledge, Mathematics education in the margins: Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, 28 June - 2 July, University of the Sunshine Coast, Sippy Downs, QLD, pp. 149-156. (2015) [Refereed Conference Paper]


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Copyright Statement

Copyright 2015 Mathematics Education Research Group of Australasia

Official URL: http://www.merga.net.au/node/38?year=2015

Abstract

Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine studentsí work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in which language is used to make sense of mathematical knowledge, either personally or for students. It was found that some mathematical knowledge appeared to be taken as understood, perhaps because the expected words were used.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
Author:Chick, H (Associate Professor Helen Chick)
ID Code:102063
Year Published:2015
Deposited By:Education
Deposited On:2015-07-27
Last Modified:2017-12-09
Downloads:181 View Download Statistics

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