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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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Official URL: http://www.cvent.com/events/opening-up-mathematics...
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 |
| UTAS Author: | Maher, N (Mrs Nicole Maher) |
| UTAS Author: | Chick, H (Associate Professor Helen Chick) |
| UTAS Author: | Muir, T (Associate Professor Tracey Muir) |
| ID Code: | 110147 |
| Year Published: | 2016 |
| Deposited By: | Education |
| Deposited On: | 2016-07-15 |
| Last Modified: | 2017-12-14 |
| Downloads: | 0 |
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