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Pedagogical content knowledge for teaching primary mathematics: A case study of two teachers
This paper explores the usefulness of a framework for investigating teachers? Pedagogical Content Knowledge (PCK). Two primary mathematics teachers completed a questionnaire about mathematics and mathematics teaching, and were interviewed about their responses. These responses were then analysed using the PCK framework. The PCK held by the two teachers was found to differ in many ways, including the connectedness of their knowledge, and the specificity with which they discussed the mathematics involved.
History
Publication title
Identities Cultures and Learning SpacesEditors
P. Grootenboer, R. Zevenberger & M. ChinnappanPagination
60-67ISBN
1-920846-12-3Department/School
Faculty of EducationPublisher
MERGA Inc.Place of publication
onlineEvent title
29th Conference of the Mathematics Education Research Group of AustralasiaEvent Venue
Canberra, AustraliaDate of Event (Start Date)
2006-07-01Date of Event (End Date)
2006-07-05Repository Status
- Restricted