Teachers' Pedagogical Content Knowledge in Teaching Word Problem Solving Strategies

Autor/inn/en	Csíkos, Csaba; Szitányi, Judit
Titel	Teachers' Pedagogical Content Knowledge in Teaching Word Problem Solving Strategies
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 1, S.165-178 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Csíkos, Csaba) ORCID (Szitányi, Judit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01115-y
Schlagwörter	Pedagogical Content Knowledge; Mathematics Instruction; Teaching Methods; Word Problems (Mathematics); Teacher Attitudes; Foreign Countries; Preservice Teachers; Elementary School Teachers; Problem Solving; Student Attitudes; Difficulty Level; Textbooks; Content Analysis; Comparative Analysis; Elementary School Students; Hungary + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Textaufgabe; Lehrerverhalten; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Problemlösen; Schülerverhalten; Schwierigkeitsgrad; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Ungarn
Abstract	This research addressed Hungarian pre-service and in-service (both elementary and lower secondary) teachers' pedagogical content knowledge concerning the teaching of word problem solving strategies. By means of a standardized interview protocol, participants (N = 30) were asked about their judgement on the difficulty of teaching word problems, the factors they find difficult, and their current teaching practice. Furthermore, based on a comparative analysis of Eastern European textbooks, we tested how teachers' current beliefs and views relate to the word problem solving algorithm described in elementary textbooks. The results suggest that in the teachers' opinion, explicit teaching of a step-by-step algorithm is feasible and desirable as early as in the 1st school grade. According to our results, two approaches (namely, paradigmatic- and narrative-oriented) concerning how to teach the process of word problems solving, originally revealed by Chapman, were found. Furthermore, teachers in general agreed with the approach taken in the textbooks on the subject of what kinds of word problems should be used, and that explicit teaching of word problem solving strategies should be introduced by using simple, routine word problems as examples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01