This study reports the findings of four primary mathematics teachers from Australia on their pedagogical content knowledge when teaching measurement to Years 3 and 4. Each teacher was observed, interviewed and completed a reflective questionnaire. Their knowledge of measurement (mathematics discipline knowledge) was analysed, as well as knowledge of general pedagogy and knowledge of their students. Only one teacher was strong in all three areas resulting in strong pedagogical content knowledge. The other three demonstrated varying degrees of weaknesses in these three types of knowledge, resulting in diminished pedagogical content knowledge. A model of pedagogical content knowledge is presented which accommodates the dynamic nature of pedagogical content knowledge.
|Title of host publication||12th International Congress on Mathematical Education (ICME 2012)|
|Place of Publication||Korea|
|Publisher||ICME, Korea National Univeristy of Education|
|Number of pages||10|
|Publication status||Published - 2012|
|Event||12th International Congress on Mathematical Education - Seoul, Korea, Democratic People's Republic of|
Duration: 8 Jul 2012 → 15 Jul 2012
|Conference||12th International Congress on Mathematical Education|
|Country||Korea, Democratic People's Republic of|
|Period||8/07/12 → 15/07/12|
Hawkins, W. (2012). An Investigation of Primary Teachers' Pedagogical content knowledge when teaching measurement to years three and four. In 12th International Congress on Mathematical Education (ICME 2012) (pp. 1874-1883). Korea: ICME, Korea National Univeristy of Education.