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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p190399_index.html Direct Link: HTML Code:

Haciomeroglu, Guney., Haciomeroglu, Erhan. and Aspinwall, Leslie. "Prospective Secondary Teachers� Subject Matter Knowledge and Pedagogical Content Knowledge: The Ramifications for Teaching" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada, Oct 25, 2007 <Not Available>. 2008-10-08 <http://www.allacademic.com/meta/p190399_index.html>

Haciomeroglu, G. , Haciomeroglu, E. S. and Aspinwall, L. N. , 2007-10-25 "Prospective Secondary Teachers� Subject Matter Knowledge and Pedagogical Content Knowledge: The Ramifications for Teaching" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada Online <PDF>. 2008-10-08 from http://www.allacademic.com/meta/p190399_index.html

Publication Type: Research Report Abstract: An exploratory study examined prospective secondary teachers� subject matter knowledge (SMK) and pedagogical content knowledge (PCK) of the concept of function when they taught an episode on exponential functions to a group of high school students. During their analyses of the lesson plans and teaching episodes, due to their weak and incomplete SMK, they failed to select an appropriate activity and examples of exponential functions. In addition, due to their weak PCK, the participants failed to ask appropriate questions to make the concept easier for students and frequently seemed unaware of students� thinking. The teaching episode also provided a relevant context to enhance their SMK and PCK of the concept of function. However, their instructional strategy for teaching changed insignificantly due to their incomplete SMK and PCK.

Learning the Language of Mathematics Teaching: Situating the Educative Experiences of Prospective Teachers in the Domain of Diverse Learners

Resturcturing Subject Matter and Education Curriculum to Develop Mathematical Knowledge for Teaching: An Integrated Approach to Teacher Education

Mathematics for Teaching: Facilitating Knowledge Construction in Prospective High School Mathematics Teachers

Pre-Service Mathematics Teachers� Content Training: Perceptions and �Transformation� of Mathematics Knowledge for Student Teaching

Teacher Educators� Activities for Teaching Basic Mathematical Concepts