The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the U.S.

An, Shuhua; Kulm, Gerald; Wu, Zhonghe

doi:10.1023/b:jmte.0000021943.35739.1c

Cited by 290 publications

(237 citation statements)

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“…In this framework, Shulman (1987) has examined pedagogical content knowledge as consisting of two components: student knowledge and teaching strategies. Examining of components of the knowledge to understand students in various different pedagogical content knowledge models shows that An, Wu and Kulm (2004) divided student knowledge into such sub-categories as addressing students' misconceptions, knowing students' thinking, building on students' maths ideas, engaging students in math learning, and promoting students' thinking mathematics. Schoenfeld (1998) discussed student knowledge in sub-categories such as students' knowledge of what they understood, misconceptions in the topic area and students' prior knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…When the studies carried out are examined (Grossman, 1990;Fennema and Franke, 1992;Schoenfeld, 1998;Magnusson et al, 1999;An, Kulm and Wu, 2004;Ball et al, 2008;Park and Oliver, 2008;Kovarik, 2008;Hacıömeroglu, 2009;Baştürk, 2009;Yeşildere and Akkoç, 2010;BukovaGüzel, 2010), it is seen that the number of studies examining the subject of quadrilaterals in terms of pedagogical content knowledge is fairly low. The aim of this study is to examine middle school mathematics teachers' pedagogical content knowledge in terms of student knowledge regarding quadrilaterals.…”

Section: Introductionmentioning

confidence: 99%

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Middle School Mathematics Teachers’ Pedagogical Content Knowledge Regarding Student Knowledge about Quadrilaterals

Akkaş¹,

Türnüklü²

2015

İlköğretim Online

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Pedagogical content knowledge is consisted of two components: student knowledge, teaching strategies. Student knowledge was defined to sub-categories as connecting prior knowledge to new knowledge, noticing students' mistakes, identifying students' difficulties of understanding. The aim of this study is to examine middle school mathematics teachers' pedagogical content knowledge in terms of student knowledge regarding quadrilaterals. Interview method was used. 30 middle school mathematics teachers working at 12 different schools in Turkey participated. Content analysis was used. Results show that teachers teach lessons taking into consideration their students' previous knowledge and new knowledge they do by "reminding quadrilaterals students previously learnt" or "making association between similar quadrilaterals. The teachers pointed out the students' mistakes about quadrilaterals were group under three headings: mistakes regarding defining quadrilaterals, mistakes regarding visual property, classification of quadrilaterals, and family relation within quadrilaterals. The students' difficulties are summarized in two groups: difficulties identified related with trapezoid, difficulties identified related with other quadrilaterals. Different studies can be carried out on different pedagogical content knowledge components to examine the relationship between the results.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Middle School Mathematics Teachers’ Pedagogical Content Knowledge Regarding Student Knowledge about Quadrilaterals

Akkaş¹,

Türnüklü²

2015

İlköğretim Online

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“…PCK has been considered as the most important component in identifying the role of the teacher in carrying out effective teaching (Ann, Kulm & Wu, 2004;Ball, 1990;Magnusson, Borko & Krajik, 1999;Nilsson, 2008), and many researchers have conducted studies in order to comprehend PCK (Ball, Thames & Phelps, 2008;Grossman, 1990;Hashweh, 2005;Loughran, 2006;Magnusson et al, 1999;Shulman, 1986Shulman, , 1987Van Driel, Verloop & de Vos, 1998). Shulman (1986) divides PCK in two components as "students understanding" and "instructional strategies and representations".…”

Section: Introductionmentioning

confidence: 99%

Reflections from Pre-Service Teachers Mathematics Teaching Process

Arslan¹,

Baki²

2015

HUJE

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Pedagogical Content Knowledge (PCK) has been considered to be the most important factor for identifying the role of the teacher in carrying out effective teaching. This paper examines, with respect to the components of PCK, the types of difficulties that a group of pre-service teachers encountered during the process of designing teaching activities. For this purpose, 8 pre-service teachers (4 elementary mathematics and 4 classroom teachers) are observed whilst teaching mathematics during the Teaching Practicum course and are interviewed. The study reveals that both groups of pre-service teachers had similar problems in teaching practices. Pre-service teachers experienced difficulties in determining the activities with regard to prior knowledge of the students, deciding the difficulty level of the activities and sorting them, informing students about the purpose of the activities, conducting activities according to their perceived purposes and making transitions between activities. Keywords: Pedagogical Content Knowledge, pre-service teachers, student's activity. ÖZ:Alanı Öğretme Bilgisi (AÖB) etkili öğretim yapan bir öğretmenin sahip olduğu en temel bilgilerdendir. Bu çalışma, AÖB'nin bileşenleri bağlamında öğretmen adaylarının karşılaştığı zorlukları incelemeyi amaçlamaktadır. Bu amaç doğrultusunda 4'ü sınıf, 4'ü ilköğretim matematik olmak üzere 8 öğretmen adayı Öğretmenlik Uygulaması dersi kapsamında gözlenmiş ve bu adaylarla mülakatlar yapılmıştır. Çalışmada her iki gruptaki öğretmen adaylarının benzer problemler yaşadıkları ortaya konulmuştur. Bu bağlamda, öğretmen adaylarının öğrenciye ulaşma, öğrenci önbilgisine uygun etkinlik belirleme ve uygulama, etkinlikleri zorluk derecesine göre sıralama, öğrencileri etkinliklerin amacından haberdar etme, etkinlikleri toparlama ve etkinler arası geçiş yapma gibi hususlarda zorluklar yaşadıkları sonucuna varılmıştır. Anahtar sözcükler: Alanı öğretme bilgisi, öğretmen adayı, öğrenci etkinliği.

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“…In this framework, Shulman (1987) has examined pedagogical content knowledge as consisting of two components: student knowledge and teaching strategies. When components of the knowledge to understand students in various different pedagogical content knowledge models are examined (Grossman, 1990;Fennema and Franke, 1992;Schoenfeld, 1998;Magnusson et al, 1999;An et al, 2004;Ball et al, 2008;Park and Oliver, 2008;Kovarik, 2008) it is observed that student knowledge is examined in six different sub-components such as revealing the current knowledge of students, associating preliminary knowledge with new knowledge, valuing *Corresponding author. E-mail: elifnurakdogan@hotmail.com Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License student questions and thoughts, taking into consideration the individual differences, predicting student thought and determining-knowing the misconceptions of students.…”

Section: Introductionmentioning

confidence: 99%

“…When teaching the topics, the awareness of the teachers of these strategies, the usage of them appropriately and the pedagogical content knowledge are effective in terms of teaching strategies component. When the studies carried out are examined (Grossman, 1990;Fennema and Franke, 1992;Schoenfeld, 1998;Magnusson et al, 1999;An et al, 2004;Ball et al, 2008;Park and Oliver, 2008;Kovarik, 2008;Hacıomeroglu, 2009;Basturk, 2009;Yesildere and Akkoc, 2010;Bukova-Guzel, 2010) it is seen that the number of studies examining the subject of quadrilaterals in terms of pedagogical content knowledge is fairly low. The aim of this study is to examine middle school mathematics teachers' pedagogical content knowledge regarding teaching strategies on quadrilaterals.…”

mentioning

confidence: 99%

Middle school mathematics teachers pedagogical content knowledge regarding teaching strategies on quadrilaterals

AkkaÅŸ¹,

TÃ1⁄4rnÃ1⁄4klÃ1⁄4²

2014

Educ. Res. Rev.

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Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers with regard to the teaching strategies component of pedagogical content knowledge. 30 middle school mathematics teachers working at 12 different schools in Turkey participated in this study. Interview method was used for data acquisition. The interview was intended to put forth the strategies that the teachers used for defining, classification and visualization which were included in the strategies of the framework used for the study. Content analysis was used to analyze the data acquired in this study. Study results showed that the definition strategy was used together with the visualization strategy. It was also determined that informal definitions were used in addition to formal definitions and that in general a personal definition was given by listing the various properties of quadrilaterals. The teachers who participated in this study generally used the partial classification of quadrilaterals and the transformation classification of quadrilaterals.Key words: Pedagogical content knowledge, teaching strategies, quadrilaterals. INTRODUCTIONTeacher education research has been suggested as a new field of study by Shulman (1986) and has created a framework to determine what teachers need and develop effective teaching according to some factors. In this framework, Shulman (1987) has examined pedagogical content knowledge as consisting of two components: student knowledge and teaching strategies. When components of the knowledge to understand students in various different pedagogical content knowledge models are examined (Grossman, 1990;Fennema and Franke, 1992;Schoenfeld, 1998;Magnusson et al., 1999;An et al., 2004;Ball et al., 2008;Park and Oliver, 2008;Kovarik, 2008) it is observed that student knowledge is examined in six different sub-components such as revealing the current knowledge of students, associating preliminary knowledge with new knowledge, valuing *Corresponding author. E-mail: elifnurakdogan@hotmail.com student questions and thoughts, taking into consideration the individual differences, predicting student thought and determining-knowing the misconceptions of students. It is also observed that the teaching strategies component in these models is examined under six different sub-components such as strategies for specific topics, specific strategies for any topics, demonstrations, (examples, real world problems, problems), analogies, illustrations, samplings, explanations.Various researches have carried out on the pedagogical content knowledge components which was put forth by Shulman (Park and Oliver 2008, different components have been listed in detail by different researchers). In this examination, Park and Oliver (2008) have determined that many of these ...

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The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the U.S.

Cited by 290 publications

References 6 publications

Middle School Mathematics Teachers’ Pedagogical Content Knowledge Regarding Student Knowledge about Quadrilaterals

Middle School Mathematics Teachers’ Pedagogical Content Knowledge Regarding Student Knowledge about Quadrilaterals

Reflections from Pre-Service Teachers Mathematics Teaching Process

Middle school mathematics teachers pedagogical content knowledge regarding teaching strategies on quadrilaterals

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