Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics.

Autor/inn/en	Harr, Nora; Renkl, Alexander; Eichler, Andreas
Titel	Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics. Gefälligkeitsübersetzung: Integration von pädagogischem Inhaltswissen und pädagogisch-psychologischem Wissen bei der Mathematik.
Quelle	In: Frontiers in psychology, (2014) 5, 10 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2014.00924
Schlagwörter	Wissen; Lehramtsstudium; Referendar; Lehrmethode; Mathematikunterricht; Hochschulausbildung
Abstract	Investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. 60 mathematics student teachers (mean age 21 years) in two conditions (integrated vs. separated) individually worked on computer-based learning environments, addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. Working memory was assessed with the reading span task and participants completed a posttest consisting of rapid assessment items and open-ended questions. Results proved, as expected, that the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, the findings indicate the beneficial effects of an integrated design in teacher education. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3