Journal ArticleDOI
Content Knowledge for Teaching: What Makes It Special?
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In this paper, the authors developed a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge and applied it to the problem of teaching.Abstract:
This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of p...read more
Citations
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How Mathematical Disposition and Intellectual Development Influence Teacher Candidates' Mathematical Knowledge for Teaching in a Mathematics Course for Elementary School Teachers
TL;DR: FELDHAUS et al. as mentioned in this paper studied the mathematical development in mathematics for elementary school teachers (MEST) courses and examined how their participation in this course influenced the teacher candidates' mathematical knowledge for teaching within the context of their mathematical skills.
Journal ArticleDOI
The Importance of Multiple Representations of Mathematical Problems: Evidence from Chinese Preservice Elementary Teachers’ Analysis of a Learning Goal
TL;DR: In this article, the authors describe a study of how Chinese preservice teachers unpacked a learning goal pertaining to adding fractions and understanding the concepts underlying the operation, based on work in the USA by Morris, Hiebert, and Spizter.
Journal ArticleDOI
Horizon Content Knowledge: Shaping MKT for a Continuous Mathematical Education
TL;DR: In this paper, the Horizon Content Knowledge (HCK) framework is proposed as a theoretical response to the knowledge needed for teaching mathematics in a continuous way, particularly relevant during transition to secondary school.
The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor
TL;DR: Stoll et al. as discussed by the authors presented a phenomenographic case study of a senior physics professor during and beyond an extended collaboration with a science education professor from a College of Education, focusing on physics content and the pedagogy of teaching for conceptual change.
Journal ArticleDOI
Prospective Early Childhood and Elementary School Mathematics Teachers’ Concept Images and Concept Definitions of Triangles
TL;DR: In this article, a characterization of prospective early childhood teachers' and prospective elementary school mathematics teachers' concept images and concept definitions of triangles through a defining task and an example generation task was presented.
References
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Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
Journal ArticleDOI
Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...
Book
Adding It Up: Helping Children Learn Mathematics
TL;DR: Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.