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'I believe the most helpful thing was him skipping over the proof': Examining PCK in a senior secondary mathematics lesson

Citation

Maher, N and Chick, H and Muir, T, 'I believe the most helpful thing was him skipping over the proof': Examining PCK in a senior secondary mathematics lesson, Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia (MERGA), 3-7 July 2016, Adelaide, Australia, pp. 421-428. ISBN 978-1-920846-29-9 (2016) [Refereed Conference Paper]


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Abstract

Pedagogical content knowledge is widely considered an essential and complex facet of mathematics teacher knowledge, but little research has fcused on PCK at the senior secondary level. This study explores some of the complexities of PCK in a teacher's lesson fr senior secondary students by analysing data from lesson observation, the teacher's own commentary on the lesson, and students' perceptions of the teacher's knowledge and actions. Findings suggest that classroom norms relating to the kinds of problems students are typically required to solve can affect priorities about what is taught, so that what is attended to and valued by students may impact on teachers' PCK demands.

Item Details

Item Type:Refereed Conference Paper
Keywords:flipped classroom, senior secondary mathematics
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Other Education and Training
Objective Field:Equity and Access to Education
Author:Maher, N (Mrs Nicole Maher)
Author:Chick, H (Associate Professor Helen Chick)
Author:Muir, T (Dr Tracey Muir)
ID Code:110147
Year Published:2016
Deposited By:Education
Deposited On:2016-07-15
Last Modified:2017-06-07
Downloads:0

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