scholarly journals Teachers’ pedagogical content knowledge in teaching word problem solving strategies

ZDM ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 165-178 ◽  
Author(s):  
Csaba Csíkos ◽  
Judit Szitányi
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Word Problem ◽  
Word Problems ◽  
Teaching Practice ◽  
Word Problem Solving ◽  
Pedagogical Content ◽  
Explicit Teaching ◽  
Problem Solving Strategies

AbstractThis research addressed Hungarian pre-service and in-service (both elementary and lower secondary) teachers’ pedagogical content knowledge concerning the teaching of word problem solving strategies. By means of a standardized interview protocol, participants (N = 30) were asked about their judgement on the difficulty of teaching word problems, the factors they find difficult, and their current teaching practice. Furthermore, based on a comparative analysis of Eastern European textbooks, we tested how teachers’ current beliefs and views relate to the word problem solving algorithm described in elementary textbooks. The results suggest that in the teachers’ opinion, explicit teaching of a step-by-step algorithm is feasible and desirable as early as in the 1st school grade. According to our results, two approaches (namely, paradigmatic- and narrative-oriented) concerning how to teach the process of word problems solving, originally revealed by Chapman, were found. Furthermore, teachers in general agreed with the approach taken in the textbooks on the subject of what kinds of word problems should be used, and that explicit teaching of word problem solving strategies should be introduced by using simple, routine word problems as examples.

Teachers' Pedagogical Content Knowledge of Students' Problem Solving in Elementary Arithmetic

1988 ◽  
Vol 19 (5) ◽  
pp. 385-401
Author(s):  
Thomas P. Carpenter ◽  
Elizabeth Fennema ◽  
Penelope L. Peterson ◽  
Deborah A. Carey
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Word Problems ◽  
First Grade ◽  
Problem Difficulty ◽  
Pedagogical Content ◽  
Addition And Subtraction

This study investigated 40 first-grade teachers' pedagogical content knowledge of children's solutions of addition and subtraction word problems. Most teachers could identify many of the critical distinctions between problems and the primary strategies that children used to solve different kinds of problems. But this knowledge generally was not organized into a coherent network that related distinctions between problems, children's solutions, and problem difficulty. The teachers' knowledge of whether their own students could solve different problems was significantly correlated with student achievement.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

2021 ◽  
pp. 105345122110475
Author(s):  
Bradley Witzel ◽  
Jonté A. Myers ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Mathematics Performance ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Model Based ◽  
Students With Ld

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

scholarly journals EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

2019 ◽  
Vol 10 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Dwi Juniati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Pedagogical Content ◽  
Good Communication ◽  
Good Communication Skill ◽  
Two Factors ◽  
The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

scholarly journals Unpacking Mathematics Pedagogical Content Knowledge for Elementary Number Theory: The Case of Arithmetic Word Problems

Mathematics ◽  
2020 ◽  
Vol 8 (10) ◽  
pp. 1750
Author(s):  
Wing Yee Lo
Keyword(s):  
Number Theory ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Word Problems ◽  
Sixth Graders ◽  
Elementary Number Theory ◽  
Pedagogical Content ◽  
Primary Mathematics ◽  
Elementary Number ◽  
Mathematics Pedagogical Content Knowledge

“Number” is an important learning dimension in primary mathematics education. It covers a large proportion of mathematical topics in the primary mathematics curriculum, and teachers use most of their class time to teach fundamental number concepts and basic arithmetic operations. This paper focuses on the nature of mathematics pedagogical content knowledge (MPCK) concerning arithmetic word problems. The aim of this qualitative research was to investigate how well the future primary school teachers in Hong Kong had been prepared to teach mathematical application problems for third and sixth graders. Nineteen pre-service teachers who majored in both mathematics and primary education were interviewed using two sets of scenario-based questions. The results revealed that innovative approaches were suggested for teaching third graders while the strategies suggested for teaching sixth graders were mostly based on a profound understanding of mathematical content knowledge. Many participants demonstrated sound knowledge about the sixth grader’s mathematical misconception, but most of them were unable to precisely indicate the third grader’s error in presenting a complete solution for a typical mathematics word problem. A deep understanding of elementary number theory seems to be a precondition for developing pre-service teachers’ MPCK in teaching arithmetic word problems.

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