Literaturnachweis - Detailanzeige
| Autor/inn/en | Gvozdic, Katarina; Sander, Emmanuel |
|---|---|
| Titel | When Intuitive Conceptions Overshadow Pedagogical Content Knowledge: Teachers' Conceptions of Students' Arithmetic Word Problem Solving Strategies |
| Quelle | In: Educational Studies in Mathematics, 98 (2018) 2, S.157-175 (19 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Gvozdic, Katarina) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1954 |
| DOI | 10.1007/s10649-018-9806-7 |
| Schlagwörter | Intuition; Pedagogical Content Knowledge; Interviews; Teacher Attitudes; Comparative Analysis; Mathematics Instruction; Arithmetic; Word Problems (Mathematics); Problem Solving; Learning Strategies; Mathematical Concepts; Adults |
| Abstract | 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. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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