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

2004 ◽  
Vol 7 (2) ◽  
pp. 145-172 ◽  
Author(s):  
Shuhua An ◽  
Gerald Kulm ◽  
Zhonghe Wu
Keyword(s):  
Middle School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Pedagogical Content ◽  
The U.S

scholarly journals The Effect of Technological Pedagogical Content Knowledge Game Activities Supported Micro-Teaching Practices on Preservice Mathematics Teachers’ Self-Efficacy Perception

2020 ◽  
Vol 13 (2) ◽  
pp. 157-173
Author(s):  
Kübra AÇIKGÜL
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Preservice Mathematics Teachers

Abstract: The purpose of this study is to investigate the effect of Technological Pedagogical Content Knowledge (TPACK) Game activities supported micro-teaching practices on middle school preservice mathematics teachers’ TPACK self-efficacy perception levels. A single group pretest-posttest experimental design was employed. One hundred middle-school preservice mathematics teachers, attending a mathematics instruction course, participated in the study. The Technological Pedagogical Content Knowledge Survey (Șahin, 2011) was used to determine teachers' level of TPACK-measured self-efficacy. One-way Repeated Measures ANOVA was performed to analyze possible differences between teachers' pre and post self-efficacy scores. The result of this analysis demonstrated a statistically meaningful difference for the overall survey as well as for all dimensions of it. These findings suggest that micro-teaching practices do indeed increase preservice teachers' TPACK self-efficacy perception scores.

Saudi Arabia's Female Middle School Mathematics Teachers' Readiness and Attitudes Towards STEM Digital Technology Integration in Classrooms

2019 ◽  
pp. 177-197
Author(s):  
Rabab Mohammed Mousa ◽  
Gilbert Kalonde
Keyword(s):  
Middle School ◽  
Stem Education ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Development Programs ◽  
Pedagogical Content ◽  
Integrated Stem ◽  
Stem Disciplines ◽  
Study Participants

The purpose of this chapter was to identify and describe the extent to which Saudi female middle school mathematics teachers perceive the need for pedagogical content knowledge in integrated STEM education. To develop STEM education for girls' schools, this study sought clarity from mathematics teachers how they intended to reach set goals. In this study, 118 female middle school mathematics teachers were surveyed for this study. Participants showed higher-level pedagogical knowledge; knowledge was not fully applied in their classrooms, and participants had an average level of subject matter knowledge related to STEM disciplines indicating a deeper need for STEM disciplines knowledge and systematic support, such as training courses or professional development programs.

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