Shandy Hauk, Allison F. Toney, Billy J. Jackson, R. Nair, J. Tsay
{"title":"Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction","authors":"Shandy Hauk, Allison F. Toney, Billy J. Jackson, R. Nair, J. Tsay","doi":"10.5195/DPJ.2014.40","DOIUrl":null,"url":null,"abstract":"The accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.","PeriodicalId":42140,"journal":{"name":"Dialogic Pedagogy","volume":"2 1","pages":""},"PeriodicalIF":1.0000,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"29","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dialogic Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5195/DPJ.2014.40","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 29
Abstract
The accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.
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