Developing an Understanding of what Constitutes Mathematics Teacher Educator PCK: A Case Study of a Collaboration between two Teacher Educators

Muir, Tracey; Wells, Jill R.; Chick, Helen

doi:10.14221/ajte.2017v42n12.4

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…Once the MTEs' responses were collected and the M-FGD was held, the samples' responses on the lists of questions in Table 1 were investigated based on Leinhardt and Greeno (1986) two fundamental systems of knowledge that must be mastered by teachers and teacher educators, which are subject matter and lesson structure knowledge. Subject matter knowledge is content knowledge to be taught to pre-service teachers (Muir et al, 2017). While lesson structure knowledge is knowledge to manage a lesson (Turnuklu & Yesildere, 2007).…”

Section: Discussionmentioning

confidence: 99%

Mathematics teacher educators’ noticing of pedagogical content knowledge on hierarchical classification of quadrilateral

Ekawati

Kohar

Siswono

et al. 2023

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This study aims to investigate mathematics teacher educators’ (MTE) knowledge in noticing preservice teachers’ pedagogical content knowledge (PCK) on the hierarchical classification of the quadrilateral. A multiple case study was conducted to analyze the responses of ten MTEs in an online moderated-forum group discussion (M-FGD) from their written work on the MTE-PCK test completed prior to the M-FGD. The PCK test consisted of two tasks: the task that examines MTEs’ knowledge to predict pre-service teachers’ reason in representing the hierarchical classification of quadrilateral in Venn diagrams, and the task that examines MTEs’ knowledge in making a flowchart as a recommendation to mathematics teacher to analyze the validity of quadrilateral classification. Results show that the MTEs indicate two considerations of noticing pre-service teachers’ PCK on the quadrilateral classification: by definition and properties of quadrilaterals and by the visual appearance of quadrilaterals. Despite this, 20% of them were indicated to perform a lack of understanding of the hierarchical classification of quadrilaterals, as indicated by invalid flowcharts of validating the hierarchical classification of the quadrilateral.

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Section: Discussionmentioning

confidence: 99%