scholarly journals Mathematics learning forum: Role of ICT in the construction of pre-service teachers’ content knowledge schema

2003 ◽  
Vol 19 (2) ◽  
Author(s):  
Mohan Chinnappan
Keyword(s):  
Teacher Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Knowledge Bases ◽  
National Council ◽  
Pedagogical Content ◽  
Recent Interest

Recent interest in the topic of knowledge bases for teachers of mathematics has led to a sustained analysis of how teacher knowledge influences interactions with their students. The results of this body of research have focused on identifying and describing the growth of mathematics teachers’ content and pedagogical content knowledge. In particular, it has been argued that there is a need to examine how mathematics teachers who are new to the classroom construct and structure their knowledge base (National Council of Teachers of Mathematics, 2000). Here I examine this issue by exploring the role of an online mathematics learning forum in creating an environment within which a group of prospective teachers exchanged views about a topic on arithmetic. The online forum was established via WebCT. The results suggest that WebCT provided a convenient and non-threatening medium in which to generate descriptions about mathematics teachers’ knowledge and understanding.

scholarly journals Analisis Pedagogical Content Knowledge Guru dan Calon Guru pada Pembelajaran Matematika

2019 ◽  
Vol 3 (1) ◽  
pp. 149-163
Author(s):  
Christine Iriane Gultom ◽  
Helti Lygia Mampouw
Keyword(s):  
Data Collection ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Research Method ◽  
School Teacher ◽  
Mathematics Learning ◽  
Student Understanding ◽  
Primary School Teacher ◽  
Pedagogical Content

Pedagogical Content Knowledge (PCK) is an important thing that must be mastered by teachers and prospective teachers to find out how to teach certain content to improve student understanding. The purpose of this research was to analyze the pedagogical content knowledge of teachers and prospective teachers in elementary in mathematics learning. The research method is descriptive qualitative. The focus of this research is the Wiyata Bakti teacher at SD Kaligentong 01 Ampel and prospective primary school teacher. The method of data collection in this research uses questions and interviews consisting of questions that are used to collect data relating to 7 components of PCK. The results of this research indicate that the PCK owned by the teacher is good in mathematics learning and PCK owned by prospective teacher is good enough in mathematics learning. Pedagogical Content Knowledge (PCK) merupakan hal penting yang harus dikuasai oleh guru dan calon guru untuk mengetahui bagaimana mengajarkan konten tertentu untuk meningkatkan pemahaman siswa. Tujuan penelitian ini untuk menganalisis pedagogical content knowledge guru dan calon guru SD pada pembelajaran matematika. Metode penelitian yang digunakan adalah deskriptif kualitatif. Fokus penelitian ini adalah guru wiyata bakti di SD Kaligentong 01 Ampel dan calon guru. Metode pengumpulan data pada penelitian ini menggunakan soal dan wawancara yang terdiri dari butir-butir pertanyaan yang dipergunakan untuk mengumpulkan data yang berkaitan dengan 7 komponen PCK. Hasil penelitian ini menunjukkan bahwa PCK yang dimiliki guru sudah baik dalam pembelajaran matematika dan PCK yang dimiliki calon guru cukup baik dalam pembelajaran matematika

Technological Pedagogical Content Knowledge

2018 ◽  
pp. 2140-2162
Author(s):  
Rachel Harrington ◽  
Shannon O. Driskell ◽  
Christopher J. Johnston ◽  
Christine A. Browning ◽  
Margaret L. Niess
Keyword(s):  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Fundamental Principle ◽  
National Council ◽  
Pedagogical Content ◽  
Comprehensive Literature Review

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

Technological Pedagogical Content Knowledge

2016 ◽  
pp. 1-22
Author(s):  
Rachel A. Harrington ◽  
Shannon O. Driskell ◽  
Christopher J. Johnston ◽  
Christine A. Browning ◽  
Margaret L. Niess
Keyword(s):  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Fundamental Principle ◽  
National Council ◽  
Pedagogical Content ◽  
Comprehensive Literature Review

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

scholarly journals Sustainability Development in Mathematics Education—A Case Study of What Kind of Meanings Do Prospective Class Teachers Find for the Mathematical Symbol “23”?

2019 ◽  
Vol 11 (2) ◽  
pp. 457 ◽  
Author(s):  
Jorma Joutsenlahti ◽  
Päivi Perkkilä
Keyword(s):  
Mathematics Education ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Point Of View ◽  
Pedagogical Content ◽  
Mathematical Symbol ◽  
Pictorial Presentation ◽  
The Given

In this article, our focus is on sustainable development in mathematics education from the point of view of teacher training. The aim was to develop prospective teachers’ content knowledge and pedagogical content knowledge of school mathematics. As a case study, we chose the mathematical symbol “a/b”, and examined how prospective class teachers in Finland connect it to the concepts of fraction, ratio, division, rational number or probability. Mathematics textbooks often have a central role in lessons, and they affect strongly how pupils understand concepts and the relationships between them. We chose languaging as a multi-semiotic approach to interpreting what kind of meanings the prospective class teachers gave the mathematical symbol “a/b”. The results show that some of these concepts are difficult to see at the same time from the given mathematical symbol. The concept of ratio is particularly difficult for prospective class teachers to interpret. Pictorial presentation supported the interpretations. Mathematics learning materials and teacher education should develop in accordance with the results of the study.

scholarly journals Mathematics Teachers’ Pedagogical Content Knowledge Involving the Relationships between Perimeter and Area

2021 ◽  
Vol 8 (4) ◽  
pp. 361-384
Author(s):  
Demet Deniz Yilmaz ◽  
Betül Küçük Demir
Keyword(s):  
Pedagogical Content Knowledge ◽  
Instructional Strategies ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Real Life ◽  
Research Approach ◽  
Pedagogical Content ◽  
Student Errors ◽  
Prospective Mathematics Teachers

This study aims to investigate and compare mathematics teachers’ knowledge of pedagogical content, knowledge of students’ understanding and knowledge of instructional strategies, subcomponents of pedagogical content knowledge, student errors in the relationship between perimeter and areas in rectangles, squares, and parallelograms. 10 pre-secondary school in-service mathematics teachers and 10 prospective mathematics teachers participated in the study. The qualitative case research approach was used. To collect the data, an interview form consisting of four questions showing student errors related to perimeter and area was prepared. The participants were asked to comment on the questions given in the form, and their answers were recorded. Later, they were asked to write down their answers to these questions. According to the outcomes, there is a lack of knowledge of students’ understanding and knowledge of instructional strategies, which are the subcomponents of the pedagogical content knowledge of prospective mathematics teachers. Moreover, prospective teachers are found to be incompetent as regards the necessary mathematical subject matter knowledge. To prevent difficulties, when the concepts of perimeter and area are taught, instead of giving formulae initially, concrete materials or real-life examples about these concepts should be provided. Keywords: pedagogical content knowledge, perimeter, area, mathematics teachers, prospective mathematics teachers.

scholarly journals ANALYSIS OF THE STUDENTS' PEDAGOGICAL CONTENT KNOWLEDGE AND CONTENT KNOWLEDGE IN MATHEMATICS LEARNING

2021 ◽  
Vol 24 (1) ◽  
pp. 32
Author(s):  
Tina Sri Sumartini
Keyword(s):  
Mathematics Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Teaching Mathematics ◽  
Teacher Competence ◽  
Pedagogical Content ◽  
Teacher's Knowledge

Abstract:Lack of Pedagogical Content Knowledge (PCK) and Content Knowledge (CK) of a teacher is a problem in the implementation of mathematics learning. There were various opinions about the correlation between PCK and CK of teacher's knowledge. Therefore, this study aims to analyze the correlation between them to the students of Mathematics Education as prospective mathematics teachers. The method used was a mix-method to determine the inferential correlation and to investigate deeply. The sampling technique used was purposive sampling by taking 33 students majoring in Mathematics education at Institut Pendidikan Indonesia. The results of the study indicated that there was a significant correlation between the students' PCK and CK as prospective teachers. PCK and CK were an integral part of teacher competence in teaching Mathematics. This study confirmed that the Mathematical beliefs of prospective teachers need serious attention. The implication in this study provided a statement about the importance of constructivism learning in the development of students' PCK and CK.Abstrak:Kurangnya Pedagogical Content Knowledge (PCK) dan Content Knowledge (CK) seorang guru menjadi masalah dalam pelaksanaan pembelajaran matematika. Terjadi perbedaan pendapat tentang korelasi keduanya dalam struktur pengetahuan guru. Oleh karena itu dilakukan penelitian untuk menganalisis korelasi antara PCK dan CK pada mahasiswa jurusan Ppendidikan Matematika sebagai calon guru Matematika. Metode yang digunakan adalah mix-method  untuk mengetahui korelasi secara inferensial dan menganalisis lebih dalam secara kualitatif. Teknik sampel yang digunakan yaitu puposive sampling dengan mengambil sampel sebanyak 33 mahasiswa jurusan pendidikan matematika di Institut Pendidikan Indonesia. Hasil dari penelitian menunjukkan bahwa terdapat korelasi yang signifikan antara PCK dengan CK mahasiswa sebagai calon guru. PCK dan CK merupakan satu kesatuan dari kompetensi guru dalam mengajar Matematika. Penelitian ini menegaskan bahwa keyakinan Matematis calon guru perlu mendapat perhatian yang serius. Implikasi dalam penelitian ini memberikan pernyataan tentang pentingnya pembelajaran kontruktivisme dalam pengembangan PCK dan CK mahasiswa.

Technological Pedagogical Content Knowledge

TPACK ◽  
2019 ◽  
pp. 324-346
Author(s):  
Rachel A. Harrington ◽  
Shannon O. Driskell ◽  
Christopher J. Johnston ◽  
Christine A. Browning ◽  
Margaret L. Niess
Keyword(s):  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Fundamental Principle ◽  
National Council ◽  
Pedagogical Content ◽  
Comprehensive Literature Review

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

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