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Published, Version of Record (VoR)Open Access (License Unspecified), Open
Conference paper
A Framework for Understanding the Relationship Between Students' Conceptualizations of Mathematics and Their Developing Pedagogy
North American Chapter of the International Group for the Psychology of Mathematics Education October 2004 Toronto, Ontario, Canada, Vol.3, pp.1290-1291
2004
Abstract
In work with pre-service teachers [PST], it became evident that "knowledge of mathematics for teaching," though valuable, was not "fine-grained" enough to be of use. In this paper, the construct of pedagogical content knowledge will be examined and re-conceptualized from a constructivist perspective. Pedagogical content knowledge has become a "catch phrase" in the research and policy regarding mathematics teaching and mathematics teacher education. It would be hard to question the spirit of the construct, however as currently conceptualized, however its utility can be questioned. It has been clear in the current literature on mathematics teacher education that research on teacher knowledge ( of which research on PCK is one strand) reached its pinnacle in the late 1980's and early 1990's and a question of interest is why has there been a shift in the research on the teacher education away from teacher knowledge. Though there is no explicit mention of this in the literature, I believe that this is because of the fact that there were little useful results gained from the previous research. A careful read of the literature on teacher education and the contradicting results (Ashton & Crocker, 1987; Druva & Anderson, 1983; Grossman, 1989) suggests a possible reason for the lack of utility of the prior work: The constructs being used and classification (and nature) of knowledge being studied were insufficient.
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Details
- Title
- A Framework for Understanding the Relationship Between Students' Conceptualizations of Mathematics and Their Developing Pedagogy
- Creators
- Jason Silverman - Vanderbilt University
- Publication Details
- North American Chapter of the International Group for the Psychology of Mathematics Education October 2004 Toronto, Ontario, Canada, Vol.3, pp.1290-1291
- Conference
- 26th Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education, 26th (Toronto, Ontario, Canada, 21 Oct 2004–24 Oct 2004)
- Number of pages
- 2
- Resource Type
- Conference paper
- Language
- English
- Academic Unit
- School of Education
- Identifiers
- 991022019815704721