scholarly journals Pedagogical Content Knowledge (PCK) Development in Statistics Teaching: What Content Knowledge does Mathematics Teachers have and Demonstrate during Classroom Practice?

2013 ◽  
Author(s):  
S. B. Ijeh
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Classroom Practice ◽  
Pedagogical Content

scholarly journals Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Douglas D. Agyei ◽  
Joke Voogt
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Collaborative Design ◽  
Classroom Practice ◽  
Technological Pedagogical Content Knowledge ◽  
Initial Teacher Education ◽  
Cape Coast ◽  
African Countries ◽  
Pedagogical Content

<span>Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK).This paper presents a case study of four pre-service mathematics teachers from the University of Cape Coast, Ghana, who worked in two design teams to develop lessons, and subsequently taught in a technology-based environment for the first time. It was evident from the findings that more systematic efforts are needed to engage pre-service teachers in technology-rich design activities, to develop their TPCK adequately. The study also showed the potential of TPCK as a new frame for developing pre-service teachers' experiences in technology integration within initial teacher education, particularly in Sub-Saharan African countries.</span>

scholarly journals Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Veronika Fitri Rianasari ◽  
Beni Utomo ◽  
Marcellynis Andy Rudhito
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Research Method ◽  
Professional Training ◽  
Learning Material ◽  
Pedagogical Content ◽  
Scientific Approach

AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly.  Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG

Interactive Whiteboards

2015 ◽  
pp. 288-307
Author(s):  
Tracy Goodson-Espy ◽  
Lisa Poling
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Technological Pedagogical Content Knowledge ◽  
Interactive Whiteboards ◽  
Mathematical Tasks ◽  
Pedagogical Content ◽  
Secondary Mathematics Teachers ◽  
Critical Mathematics

This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.

scholarly journals Interconnections between Content Knowledge and Pedagogical Content Knowledge of a University Lecturer in Linear Algebra

Mathematics ◽  
2021 ◽  
Vol 9 (20) ◽  
pp. 2542
Author(s):  
Diana Vasco-Mora ◽  
Nuria Climent-Rodríguez ◽  
Dinazar Escudero-Ávila
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Linear Algebra ◽  
Classroom Practice ◽  
Structured Interviews ◽  
Classroom Performance ◽  
Pedagogical Content ◽  
University Teachers ◽  
Video Recordings ◽  
Learning Capabilities

The aim of this study is to deepen our understanding of the practice of a lecturer in linear algebra by exploring the connections he makes between his content knowledge and his pedagogical content knowledge while working on the topic of matrices. Data were collected through video recordings of his classes and semi-structured interviews, and were analysed with the Mathematics Teacher’s Specialised Knowledge model. Instances of classroom performance, supported by the teacher’s own affirmations, provided evidence relating to the categories comprising the model, and enabled us to establish connections between the lecturer’s knowledge, his understanding of his students’ learning capabilities, and his knowledge of teaching mathematics, which together account for his classroom practice: the use of varied examples to introduce new content, the highlighting of the most salient aspects of the topic, and alerts about potential errors and difficulties. The contribution that these results could make to the training of university teachers, which would be done with the knowledge of the areas of difficulty shown by the teacher in mind, could be used to deepen other elements of their pedagogical content knowledge. The interconnections between areas of knowledge identified by the study also serve to validate the usefulness of a theoretical model for studying teachers’ knowledge.

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