Teachers' Representational and Contextual Justifications for Selecting Pedagogical Representations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Jacobson, Erik; Liu, Jinqing; Bharaj, Pavneet Kaur; Savich, Theodore
Titel	Teachers' Representational and Contextual Justifications for Selecting Pedagogical Representations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Pedagogical Content Knowledge; Elementary School Mathematics; Elementary School Teachers; Grade 4; Number Concepts; Competence; Problem Solving; Cognitive Processes + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Number concept; Zahlbegriff; Kompetenz; Problemlösen; Cognitive process; Kognitiver Prozess
Abstract	There have been many efforts to measure pedagogical content knowledge with multiple-choice survey instruments, but little is known about how different types of items contribute. In this study, we examined interviews with 9 Grade 4 teachers to develop a deeper understanding of how teachers select pedagogical representations in the context of a survey assessment. Our analysis revealed two broad themes: representational justification (focused on how teachers interpreted features of the representation) and contextual justification (focused on how teachers considered their students and their own perspectives and experiences). These results indicated that content and pedagogical knowledge were highly intertwined in teachers' work on these tasks. However, the results also identify limitations for using this item type to measure teachers' pedagogical content knowledge in mathematics. Implications are discussed. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01