A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).

Autor/in	Hughes, Sally
Titel	A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).
Quelle	(2016), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Pedagogical Content Knowledge; Educational Practices; Mathematics Instruction; Mathematical Aptitude; Elementary School Mathematics; Elementary School Teachers; Teaching Methods; Instructional Innovation; Faculty Development; Classroom Techniques; Prior Learning; Lesson Observation Criteria; Semi Structured Interviews; Lesson Plans; Foreign Countries; Qualitative Research; Papua New Guinea + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Bildungspraxis; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Klassenführung; Vorkenntnisse; Unterrichtsmitschau; Lesson planning; Unterrichtsplanung; Ausland; Qualitative Forschung; Papua-New Guinea; Papua-Neuguinea
Abstract	This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning of mathematics using a connectionist approach. The data suggest that teacher capacity to adopt a connectionist approach was influenced by their subject knowledge and that their subject knowledge influenced classroom pedagogy. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01