The Enactment of Mathematics Content Knowledge and Mathematics Pedagogical Content Knowledge in Teaching Practice of Ratio and Proportion: A Case of Two Primary

2nd Annual Applied Science and Engineering Conference

工业技术;自然科学

Ekawati, R.^1 ; Lin, F.^2 ; Yang, K.^2

Department of Mathematics, Universitas Negeri Surabaya, Surabaya, Indonesia^1

Department of Mathematics, National Taiwan Normal University, Indonesia^2

关键词: Content knowledge;    Mathematics teachings;    Pedagogical content knowledge;    Qualitative research;    Teachers';    Teaching practices;   

Others  :  https://iopscience.iop.org/article/10.1088/1757-899X/288/1/012122/pdf
DOI  :  10.1088/1757-899X/288/1/012122

来源: IOP

【 摘 要 】

This study draws upon a research in investigating the enactment of primary teachers' mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) in practice. The teaching on ratio and proportion of two teachers with different level MCK and MPCK were observed within video observation framework which involves qualitative research through case study. The result indicated thatall factors were presented by Good MCK and MPCK teacher (GG) teacher appropriately but not for Low MCK and MPCK teacher(LL) teacher. LL ignored Figural representation factor and showed some errors in her teaching. MCK and MPCK are very essential for mathematics teaching. The evidence leads to the opportunity to learn for in-service primary teachers.