Knowledge for Teaching Mathematics Categories IV and V: Mathematics Pedagogical Content Knowledge and Mathematics Pedagogical Procedural Knowledge

2015 ◽  
pp. 119-136
Author(s):  
Rina Kim ◽  
Lillie R. Albert
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Procedural Knowledge ◽  
Teaching Mathematics ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Mathematics Pedagogical Content Knowledge ◽  
And Mathematics

scholarly journals Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction

2014 ◽  
Vol 2 ◽  
Author(s):  
Shandy Hauk ◽  
Allison Toney ◽  
Billy Jackson ◽  
Reshmi Nair ◽  
Jenq-Jong Tsay
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematical Reasoning ◽  
Theory Development ◽  
Mathematical Knowledge For Teaching ◽  
Extended Model ◽  
Pedagogical Content ◽  
Post Secondary ◽  
Knowledge For Teaching ◽  
Mathematics Pedagogical Content Knowledge

The accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.

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