A CONTRADICTION BETWEEN PEDAGOGICAL CONTENT KNOWLEDGE AND TEACHING INDICATIONS

被引：0
|
作者：
Bayazit, Ibrahim [1 ]
Gray, Eddie [2 ]
机构：
[1] Adnan Menderes Univ, Aydin, Turkey
[2] Univ Warwick, Coventry, W Midlands, England
来源：
PME 30: PROCEEDINGS OF THE 30TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2 | 2006年
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D O I：
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中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Through an analysis of classroom observation and drawing upon Shulman's (1986) notion of pedagogical content knowledge, this paper examines a teachers conceptual indications when teaching the sub-concepts of function and his knowledge of the difficulties and misconceptions associated with them. The paper provides an assessment of the teacher's awareness of and. response to, these issues in the context of constant, inverse and piecewise functions. The evidence suggests that even if a teacher possesses a sophisticated understanding of specific conceptual obstacles and their causes, such awareness may not be prioritised during teaching.
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页码：121 / +
页数：2
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