Developing a Model Of Pedagogical Content Knowledge For Secondary And Post-Secondary Mathematics Instruction

被引：5

作者：

Hauk, Shandy ^{[1
,2
]}

Jackson, Billy

Toney, Allison ^{[3
,4
]}

Nair, Reshmi ^{[5
,6
]}

Tsay, Jenq-Jong ^{[7
]}

机构：

[1] Univ Northern Colorado, Math Sci, Greeley, CO 80639 USA

[2] WestEd STEM Program, 400 Seaport Court Ste 222, Redwood City, CA 94063 USA

[3] Univ N Carolina, Math Educ, Wilmington, NC 28403 USA

[4] Univ West Georgia, Carrollton, GA USA

[5] Math Teacher Leadership Ctr, Greeley, CO USA

[6] Univ Northern Colorado, Greeley, CO 80639 USA

[7] Univ Texas Pan American, Math Educ, Edinburg, TX USA

来源：

DIALOGIC PEDAGOGY | 2014年 / 2卷

基金：

美国国家科学基金会;

关键词：

pedagogical content knowledge; discourse; intercultural awareness;

D O I：

10.5195/dpj.2014.40

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：A16 / A40

页数：25

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