Exploring support strategies for high school mathematics teachers from underachieving schools
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TLDR
A study exploring practicing teachers’ subject matter knowledge of certain topics they were expected to teach found that certain areas of their pedagogical content knowledge required attention.Abstract:
Algebra, trigonometry and calculus concepts are dealt with in grades 10 to 12 of South African high school topics, as prescribed by the Curriculum and Assessment Policy Statement. This paper reports on a study exploring practicing teachers' subject matter knowledge of certain topics they were expected to teach. The theoretical perspectives for the design and analysis of this study were based on Shulman's conceptual framework. This study was a qualitative case study (n = 28). Practising teachers from the Pinetown district in KwaZulu-Natal participated in this mathematics' teacher intervention. Focused tasks on algebra, trigonometry and calculus were designed and administered to those teachers. The researchers analysed the data from those tests and found that certain areas of their pedagogical content knowledge required attention.read more
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Exploring the Pedagogical Content Knowledge for Teaching Probability in Middle School: A South African Case Study
TL;DR: In this paper, an exploration into in-service teachers' pedagogical content knowledge required for the delivery of lessons in probability is reported. Butte et al. adopt a refined framework into domains of pedagogy knowledge.
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Using manipulatives to support an embodied approach to learning trigonometry in a South African school: A case study
Deonarain Brijlall,C. Niranjan +1 more
TL;DR: Taylor et al. as discussed by the authors published an Africa Education Review, Vol 12, No 3, pp 361-380, with an abstract of the full text item, which is available on the publisher's website.
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Exploring the stages of Polya’s problem-solving model during collaborative learning : a case of fractions
TL;DR: In this article, the authors investigated the processes involved in problem-solving in a mathematics class and found that learners working in groups demonstrated most of the stages of the Polya linear problem solving model.
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Exploring Pre-service Teachers' Mental Constructions When Solving Problems Involving Infinite Sets
TL;DR: In this article, the authors explore the meaning of the, is equal to symbol by exposing pre-service teachers (n = 38) to two tasks: baseequivalence of two countable infinite sets and comparison of the two numbers 0,9 and 1.
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Exploring Practical Work as a Sustainable Strategy in Rural Mathematics Classrooms: A Case of Addition of Fractions
TL;DR: In this paper, the authors explored practical work as a strategy to sustain rural mathematics classrooms and found that practical work, in a rural setting, was a suitable strategy for sustaining an effective mathematics learning ecology.
References
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Journal ArticleDOI
Content Knowledge for Teaching: What Makes It Special?
TL;DR: 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.
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.
Journal ArticleDOI
Research Methods in Education (6th Edition)
TL;DR: In this paper, the authors describe the need for support for research grounded in a different discipline, such as education, in order to apply the "scientific method" in their research activities.
Journal ArticleDOI
Teachers’ Content Knowledge and Pedagogical Content Knowledge The Role of Structural Differences in Teacher Education
Thilo Kleickmann,Dirk Richter,Mareike Kunter,Jürgen Elsner,Michael Besser,Stefan Krauss,Jürgen Baumert +6 more
TL;DR: In this article, the authors compared the content knowledge and pedagogical content knowledge of four groups of mathematics teachers at different points in their teaching careers in Germany and found that the largest differences in CK and PCK were found between the beginning and the end of initial teacher education.
Journal ArticleDOI
Subject Matter Knowledge for Teaching and the Case of Functions.
TL;DR: In this article, an analytic framework of subject matter knowledge for teaching a specific topic in mathematics and then using the concept of function to provide an illustrative case of a paradigm for analyzing subject-matter knowledge.
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