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
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Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Fractions
TL;DR: In this paper, the authors discuss the main findings from a research summary of existing studies on prospective elementary teachers' fraction knowledge to identify directions for future research, and propose a framework for mathematical knowledge for teaching based on Shulman's (1986) categories of knowledge.
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Towards a methodology for the characterization of teachers´ Didactic-Mathematical knowledge
TL;DR: In this article, the authors explored the use of some dimensions and theoretical-methodological tools suggested by the model of Didactic-Mathematical Knowledge (DMK) for the analysis, characterisation and development of knowledge that teachers should have in order to efficiently develop within their practice.
Journal Article
Reconceptualizing Knowledge at the Mathematical Horizon.
Rina Zazkis,Ami Mamolo +1 more
TL;DR: In this paper, the authors analyse the specific mathematical knowledge acquired by teachers such as Mrs. White that emerges in response to students' activity or inquiry, and explore what such knowledge may contribute toteaching in terms of relevant subject matter, as well as how such knowledge can shape interaction with students.
Journal ArticleDOI
Strategies for mentoring pedagogical knowledge
TL;DR: In this paper, a qualitative research investigates mentoring strategies assigned to pedagogical knowledge from 27 experienced mentor teachers and finds that there are multiple strategies that can be linked to specific pedagogy knowledge practices.
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Learning as Reciprocal, Interpretive Meaning‐Making: A View From Collaborative Research Into the Professional Learning of Teachers of Languages
TL;DR: The authors investigate teacher understanding of the preconceptions, often tacit, that they bring to their teaching practice in the diverse interlinguistic and intercultural contexts of primary and secondary school education in Australia.
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.