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Secondary mathematics students’ perceptions of their teachers’ pedagogical content knowledge for teaching aspects of probability

Citation

Maher, N and Muir, T and Chick, H, Secondary mathematics students' perceptions of their teachers' pedagogical content knowledge for teaching aspects of probability, Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, University of Tasmania, Hobart, Australia, pp. 226-233. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper]


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Abstract

This paper investigates senior secondary mathematics students' identification of teaching practices that they perceive are conducive to their learning. An existing framework describing aspects of pedagogical content knowledge (PCK) was used to analyse survey and interview data from two classes of students studying discrete and continuous probability distributions. Students identified that their teachers exhibited several elements of PCK as contained in the framework. The study contributes to the limited research that considers teachers' PCK from a student perspective, in the context of learning abstract mathematics.

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:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Maher, N (Mrs Nicole Maher)
UTAS Author:Muir, T (Associate Professor Tracey Muir)
UTAS Author:Chick, H (Associate Professor Helen Chick)
ID Code:102071
Year Published:2015
Deposited By:Education
Deposited On:2015-07-27
Last Modified:2017-11-09
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