ERIC Number: EJ1108722
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Can Pedagogical Concerns Eclipse Mathematical Knowledge?
Creager, Mark A.; Jacobson, Erik; Aydeniz, Fetiye
For the Learning of Mathematics, v36 n2 p2-7 2016
Mathematical knowledge for teaching (MKT) is often thought of as a transformed, mutually-influencing mixture of content and pedagogy. However when individuals' MKT does not integrate content and pedagogy, one type of knowledge can supersede the other, sometimes unconsciously. We exemplify this with Emma, a prospective elementary teacher, whose views on students' learning needs overshadowed her content knowledge. Specifically, Emma answered mathematical questions incorrectly, despite being aware of the correct answers, because she inadvertently gave more weight to pedagogical than to mathematical concerns. Implications for research and teacher education are discussed.
Descriptors: Preservice Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Teacher Attitudes, Knowledge Level, Accuracy
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: email@example.com; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A