TY - JOUR
AU - Hauk, Shandy
AU - Toney, Allison
AU - Jackson, Billy
AU - Nair, Reshmi
AU - Tsay, Jenq-Jong
PY - 2014/07/01
Y2 - 2023/02/04
TI - Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction
JF - Dialogic Pedagogy: An International Online Journal
JA - Dialogic Pedagogy Journal
VL - 2
IS - 0
SE - Articles
DO - 10.5195/dpj.2014.40
UR - https://dpj.pitt.edu/ojs/dpj1/article/view/40
SP -
AB - The accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.
ER -