Mathematics knowledge for teaching : evidence from lesson study
Date
2012
Authors
Chinnappan, M.
Cheah, U.H.
Editors
Jaguthsing, D.
Cheng, L.P.
Ng, S.F.
Cheng, L.P.
Ng, S.F.
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
Mathematics education : expanding horizons: proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, 2012 / Jaguthsing, D., Cheng, L.P., Ng, S.F. (ed./s), pp.194-201
Statement of Responsibility
Conference Name
35th Annual Mathematics Education Research Group of Australasia Conference (MERGA 2012) (2 Jul 2012 - 6 Jul 2012 : Singapore)
Abstract
In this study we take up the issue of teacher knowledge by characterising the quality of one teacher’s Mathematics Knowledge for Teaching (Ball, Thames and Phelps, 2008) by examining her Pedagogical Content Knowledge (PCK) that was accessed during a Lesson Study observation in a Chinese primary school. Results show that the participant’s PCK was robust in the way she weaved knowledge of content and her students. We explore implications for the development and sharing of this knowledge in the context of her further involvement in our Lesson Study.
School/Discipline
Dissertation Note
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Copyright 2012 Mathematics Education Research Group of Australasia