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Measuring Prospective Elementary Teachers' Early Pedagogical Content Knowledge
 

Summary: 1
Measuring Prospective Elementary Teachers' Early
Pedagogical Content Knowledge
Bill Jacob, Sarah Hough, Monica Guzman and Kyunghee Moon
University of California, Santa Barbara
Introduction
This study is part of a larger design research study that explores the development of
prospective elementary teachers' and prospective secondary teachers' mathematical
pedagogical content knowledge as they participate in respective content courses that are
designed so they study the emergent big ideas, strategies and models in the children's
work and link what they found to their own problem solving. PCK, a construct first
proposed by Lee Shulman two decades ago (Shulman, 1986, 1987), and revisited since by
others in various content fields (Ball and Bass; 2000, Morine-Dershimer and Kent, 2001
and Mishra & Koehler, 2006), is that special amalgamation of content and pedagogical
knowledge a good teacher draws on to make instructional decisions. Recent work into
Mathematical Pedagogical Content Knowledge, renamed as Mathematical Knowledge for
Teaching (MKT), has explored the specific types of knowledge needed by a teacher in
order to teach mathematics for understanding (Hill & Ball, 2004). MPCK includes: 1) a
deep and connected understanding of mathematical concepts, 2) an understanding of
appropriate pedagogical approaches, and 3) an understanding of children's mathematics,

  

Source: Akhmedov, Azer - Department of Mathematics, University of California at Santa Barbara

 

Collections: Mathematics