eCite Digital Repository

Probing teachers' pedagogical content knowledge: lessons from the case of the subtraction algorithm

Citation

Chick, HL and Pham, TH and Baker, M, Probing teachers' pedagogical content knowledge: lessons from the case of the subtraction algorithm, Identities Cultures and Learning Spaces, 1 - 5 July 2006, Canberra, Australia, pp. 139-146. ISBN 1-920846-12-3 (2006) [Refereed Conference Paper]

Abstract

In this paper we present a framework for investigating teachers? mathematical pedagogical content knowledge (PCK). The components of the framework permit identification of strengths and weaknesses in the PCK held by various teachers on different topics. It was applied to teachers? written and interview responses addressing a student?s difficulties with the standard subtraction algorithm. This enabled comparison of the PCK held by individual teachers, together with analysis of the teachers? PCK as a group. Most understood the issues and knew suitable representations, but occasionally lacked key understanding of students? misconceptions and how to help students recognise them.

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:Teacher and Instructor Development
Author:Chick, HL (Associate Professor Helen Chick)
ID Code:79195
Year Published:2006
Deposited By:Education
Deposited On:2012-08-21
Last Modified:2012-08-21
Downloads:0

Repository Staff Only: item control page