When intuitive conceptions overshadow pedagogical content knowledge: Teachers’ conceptions of students’ arithmetic word 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.

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A comparison of updating processes in children good or poor in arithmetic word problem-solving

Learning and Individual Differences ◽

10.1016/j.lindif.2005.03.001 ◽

2005 ◽

Vol 15 (4) ◽

pp. 257-269 ◽

Cited By ~ 49

Author(s):

Maria Chiara Passolunghi ◽

Francesca Pazzaglia

Keyword(s):

Problem Solving ◽

Word Problem ◽

Word Problem Solving ◽

Arithmetic Word Problem

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

Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática ◽

10.23925/1983-3156.2019v21i4p157-170 ◽

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.

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