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An Investigation of Secondary Teachers' Mathematical Knowledge for Teaching: The Case of Algebraic Equation Solving |
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Abstract:
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This presentation introduces a conceptual framework for examining teachers’ mathematical knowledge for teaching procedures and related concepts, which includes two dimensions: Three forms of mathematical knowledge (subject-matter, learner conception, didactic representation) and Three aspects of mathematical procedures (basic algorithms, alternative algorithms, related concepts and procedures). It is applied to analyzing secondary school mathematics teachers’ knowledge for teaching algebraic equation solving. Some preliminary data and results are discussed. |
Most Common Document Word Stems:
equat (22), teacher (20), mathemat (19), solv (17), teach (16), algebra (16), knowledg (13), algorithm (8), concept (8), learn (8), procedur (8), studi (7), school (7), research (6), b (6), method (6), e.g (5), d (5), ax (5), linear (5), framework (5), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Li, Xuhui. "An Investigation of Secondary Teachers' Mathematical Knowledge for Teaching: The Case of Algebraic Equation Solving" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico, Nov 09, 2006 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p115631_index.html> |
APA Citation:
| Li, X. , 2006-11-09 "An Investigation of Secondary Teachers' Mathematical Knowledge for Teaching: The Case of Algebraic Equation Solving" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p115631_index.html |
Publication Type: Short Oral Report
Abstract: This presentation introduces a conceptual framework for examining teachers’ mathematical knowledge for teaching procedures and related concepts, which includes two dimensions: Three forms of mathematical knowledge (subject-matter, learner conception, didactic representation) and Three aspects of mathematical procedures (basic algorithms, alternative algorithms, related concepts and procedures). It is applied to analyzing secondary school mathematics teachers’ knowledge for teaching algebraic equation solving. Some preliminary data and results are discussed. |
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| Word count: |
961 |
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| AN INVESTIGATION OF TEACHERS' MATHEMATICAL KNOWLEDGE FOR TEACHING: THE CASE OF ALGEBRAIC EQUATION SOLVING Xuhui Li The University of Texas at Austin and Michigan State University xhli@mail.utexas.edu Background and Research Question Solving algebraic equations is a central topic in traditional school algebra curricula. Although there have been extensive studies on students’ understanding of equations and equation solving few has been conducted with mathematics teachers. The knowledge that teachers employ for teaching equations solving becomes a particularly important issue for |
| M. Assude T. Grugeon B. & Lenfant A. (2001). Teaching and learning algebra: Approaching complexity through complementary perspectives. In H. Chick K. Stacey & J. Vincent (Eds) The Future of the teaching and learning of algebra (Proceedings of the 12th ICMI Study Conference) 21-32. Melbourne Australia: The University of Melbourne. Ball D. L. & Bass H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.) Multiple Perspectives on the |
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