Peer reviewed
Download full textERIC Number: ED629927
Record Type: Non-Journal
Publication Date: 2020-Dec
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Survey of Preservice Teachers' Pedagogical Content Knowledge for Students' Multiplicative Reasoning
Austin, Christine K.; Kosko, Karl W.
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021)
Multiplication and division are vital topics in upper level elementary school. A teacher's pedagogical content knowledge (PCK) influences both instruction and students' learning. However, there is currently little research examining teachers' PCK within this domain, particularly regarding professional education of future teachers. To help address this need, the present paper presents an initial validity argument for a survey of preservice teacher's PCK for multiplication and division. [For the complete proceedings, see ED629884.]
Descriptors: Multiplication, Division, Elementary School Teachers, Pedagogical Content Knowledge, Preservice Teachers, Preservice Teacher Education, Mathematics Instruction, Number Concepts, Concept Formation, Middle School Teachers
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1908159
