Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction

Hauk, Shandy; Toney, Allison F.; Jackson, Billy; Nair, Reshmi; Tsay, Jenq-Jong

doi:10.5195/dpj.2014.40

Cited by 15 publications

(11 citation statements)

References 52 publications

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“…There are three main advantages of PCK based on several previous studies including, 1) can improve student learning outcomes (Cueto, León, Sorto, & Miranda, 2017;Gess-Newsome et al, 2019;Kleickmann et al, 2013) 2) can improve the ability to manage classes better (Van Driel & Berry, 2010;Venkat & Adler, 2014) 3) can enrich students' understanding and experience in the learning process (Hauk, Toney, Jackson, Nair, & Tsay, 2014;Lannin et al, 2013). Based on these descriptions, it can be stated that PCK has a direct influence on improving the quality of mathematics learning.…”

Section: Introductionmentioning

confidence: 99%

Professional Teacher Program Experience: Teachers’ Knowledge on Overcoming Students’ Misconception

Juhaevah¹,

Sopamena²,

Kaliky³

2020

KJPM

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This study aims to describe the teachers’ knowledge about students in dealing with misconceptions experienced by the student on integral material based on the experience of teachers participating in the teacher professional program (PPG). This research is qualitative research that involved two subjects who were mathematics teachers of SMA Negeri 11 Ambon. Subjects were given a chance to identify the student's misconceptions. The data is collected through observation and interviews. Based on the research results obtained information that S1 has good knowledge in diagnosing misconceptions when use three tiers test, providing treatment when the student got a different answer, and ensuring that misconceptions do not occur in student with made peer instruction in front of the class, and have a good understanding of concepts about means of constant on indefinite integral. S2 cannot diagnose misconception and S2 cannot explain the different answers when the student solves the problem using a different method. Thus, it can be stated that teachers who have the PPG experience have a better knowledge of knowing and addressing the misconceptions experienced by the student.

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Section: Introductionmentioning

confidence: 99%

Professional Teacher Program Experience: Teachers’ Knowledge on Overcoming Students’ Misconception

Juhaevah¹,

Sopamena²,

Kaliky³

2020

KJPM

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“…Therefore, there have been efforts to specify the SCK. The Mathematical Knowledge for Teaching (MKT) framework developed by the University of Michigan combines the content knowledge and pedagogical content knowledge into the mathematical knowledge for teaching yet suggests that these function act as distinct, non-overlapping domains (Hauk, Toney, Jackson, Nair, & Tsay, 2014). Under this framework, content knowledge comprises common content knowledge, specialised content knowledge and horizon content 4 / 14 knowledge.…”

Section: Mathematical Literacy and Professional Competencies Of Mathematics Teachersmentioning

confidence: 99%

Preparing Pre-Service Teachers for Mathematics Teaching at Primary Schools in Vietnam

Thi

Nguyen

et al. 2021

EURASIA J Math Sci Tech Ed

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“…TAs can learn to use all that student-based information productively as they plan for and implement interaction with students [11]. In addition to anticipation about student thinking, PCK includes awareness of what concepts are essential in a particular course and knowledge related to communicating about mathematics given the variety of thinking and preparation among students in the room [10]. TAs may gain some knowledge about prerequisite and subsequent concepts from their own experiences as students but need guidance to understand the experiences and needs of undergraduates who are not mathematics majors.…”

Section: What Are Good Models For Novice Instructor Development?mentioning

confidence: 99%

Professional Development in Teaching for Mathematics Graduate Students

Deshler¹,

Hauk²,

Speer³

2015

Notices Amer. Math. Soc.

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The purpose of this article is twofold: to give a sense of the current lay of the land in the preparation of mathematics graduate student teaching assistants (TAs) and to describe the collegiate mathematics education research base informing the next generation of college mathematics instructor preparation. We anchor discussion in three common types of TA preparation programs, each represented in one of the quotes above. Notably, the first quote represents a sink or swim experience that is becoming rare in US PhD-granting mathematics departments. Preparation of TAs for their instructional roles has blossomed in the last twenty years. The second quote is representative of current practices in many departments. The third quote illustrates the activities in innovative departments that are already implementing best practices suggested by research in collegiate mathematics education: sustained professional growth about teaching and learning.To highlight the challenges and benefits of spending time paying attention to teaching, we provide information from postsecondary and related secondary-level educational research of several types. This includes basic and applied educational research that identifies good instructional practices, examines experiences TAs bring with them to teaching, provides frameworks for the structuring of TA preparation, and gives insight into the kinds of mathematics-specific and teaching-specific knowledge that needs to be developed among TAs. And, once a program for supporting TAs to learn and grow as instructors is put in place, evaluation research explores the implementation of efforts to improve TAs' teaching and the related impacts on undergraduate student learning. We close with promising practices and sketch anticipations for the future of the field of related research.Though not common thirty years ago, today most doctorate-and master's-granting institutions provide some kind of TA preparation for teaching [4a]. The content for this professional development often comes from mathematicians offering their collective wisdom from practical

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Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction

Cited by 15 publications

References 52 publications

Professional Teacher Program Experience: Teachers’ Knowledge on Overcoming Students’ Misconception

Professional Teacher Program Experience: Teachers’ Knowledge on Overcoming Students’ Misconception

Preparing Pre-Service Teachers for Mathematics Teaching at Primary Schools in Vietnam

Professional Development in Teaching for Mathematics Graduate Students

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