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ERIC Number: EJ1178294
Record Type: Journal
Publication Date: 2018-Jun
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0013-1954
When Intuitive Conceptions Overshadow Pedagogical Content Knowledge: Teachers' Conceptions of Students' Arithmetic Word Problem Solving Strategies
Gvozdic, Katarina; Sander, Emmanuel
Educational Studies in Mathematics, v98 n2 p157-175 Jun 2018
Intuitive conceptions in mathematics guide the interpretation of mathematical concepts. We investigated if they bias teachers' conceptions of student arithmetic word problem solving strategies, which should be part of their pedagogical content knowledge (PCK). In individual interviews, teachers and non-teaching adults were asked to describe students' strategies in situational contexts within or outside the scope of the intuitive conception. The results revealed that teachers relied on their PCK and identified student strategies; however, in the presence of the intuitive conception, their PCK was overshadowed and they ceased to differ significantly from non-teachers. This brings the attention to certain biases that can have a strong impact on teachers' efficient use of PCK.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A