Views of Content and Pedagogical Knowledges for Teaching Mathematics

TPCK for Impact: Classroom Teaching Practices That Promote Social Justice and Narrow the Digital Divide in an Urban Middle School

“…PCK is more than a "bag of tricks," the various teaching methods that a teacher uses as he or she peruses through course content, week-by-week. Rather, PCK entails a scope of expertise that allows educators to critically review what their students need to learn, understand their students' learning styles, and effectively select and carry out teaching strategies that powerfully convey content to learners (Chauvot, 2008;Dawkins, et al, 2008;Piccolo, 2008). The result of excellent PCK, it is theorized, should be successful student learning.…”

“…This level of expertise is currently defined as PCK (Beattie, 1995;Dawkins et al, 2008;Piccolo, 2008;Shulman, 1986Shulman, , 1987. PCK is more than a "bag of tricks," the various teaching methods that a teacher uses as he or she peruses through course content, week-by-week.…”

A Multi-Site Case Study: Algebraic Content and Pedagogical Knowledge of Sixth Grade Mathematics Teachers.

“…Review of the Literature:-The capability to teach mathematics content is greatly influenced by mathematical content and pedagogical knowledge of the teacher (Piccolo, 2008;Strand & Mills, 2014). Several studies have been conducted to understand teachers" mathematical content and/or pedagogical knowledge since Shulman (1986Shulman ( , 1987 put forward the idea of categories of required knowledge for teaching, upon which Ball et al (2008) It is widely believed that students taught by teachers who have a strong mathematical content and pedagogical knowledge perform better in mathematics compared to those who are taught by teachers who lack an in-depth understanding of mathematical content and pedagogical knowledge (Ball et al, 2001;Begle, 1979;Brown et al, 2011;Darling-Hammond & Sykes, 2003;Ojose, 2014;Shirvani, 2015;Strand & Mills, 2014).…”

“…Brown et al (2011) reported that students taught by teachers equipped with the ability and knowledge to teach mathematics effectively produced six times better results compared to the students taught by teachers who lacked the ability and knowledge to teach mathematics effectively. Though it is unclear whether it is content knowledge or pedagogical knowledge or both content and pedagogical knowledge that lead to better student performance, it is apparent from the literature that the ability to teach mathematics depends on the mathematical content and pedagogical knowledge of the teachers (Begle, 1979;Piccolo, 2008;Strand & Mills, 2014).…”

“…The ability to teach mathematics content is influenced by the mathematical content and pedagogical knowledge of the teachers (Piccolo, 2008). Teachers who lack a deep understanding of mathematics fail to teach students to develop conceptual understanding (Ma, 1999;Stoddart, Connell, Stofflett, & Peck, 1993).…”