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'I believe the most helpful thing was him skipping over the proof': Examining PCK in a senior secondary mathematics lesson
conference contribution
posted on 2023-05-23, 11:15 authored by Nicole Maher, Helen ChickHelen Chick, Tracey MuirTracey MuirPedagogical content knowledge is widely considered an essential and complex facet of mathematics teacher knowledge, but little research has fcused on PCK at the senior secondary level. This study explores some of the complexities of PCK in a teacher's lesson fr senior secondary students by analysing data from lesson observation, the teacher's own commentary on the lesson, and students' perceptions of the teacher's knowledge and actions. Findings suggest that classroom norms relating to the kinds of problems students are typically required to solve can affect priorities about what is taught, so that what is attended to and valued by students may impact on teachers' PCK demands.
History
Publication title
Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia (MERGA)Editors
B White, M Chinnappan, S TrenholmPagination
421-428ISBN
978-1-920846-29-9Department/School
Faculty of EducationPublisher
Mathematics Education Research Group of AustralasiaPlace of publication
AustraliaEvent title
39th annual conference of the Mathematics Education Research Group of Australasia (MERGA)Event Venue
Adelaide, AustraliaDate of Event (Start Date)
2016-07-03Date of Event (End Date)
2016-07-07Rights statement
Copyright unknownRepository Status
- Restricted