Results
Title

Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience.

Authors

Zolfaghari, Maryam; Kosko, Karl; Austin, Christine

Abstract

Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to examine the effectiveness of teacher education program and field experiences in facilitating preservice teachers' (PSTs) PCK for children's fraction reasoning in grades 4–6. Emplying165 undergraduate students, the research investigates how different levels of coursework and field experience influence PCK-Fractions scores. Results suggest that both completing coursework in a teacher education program and having grades 4–6 field experience each led to higher PCK-Fractions scores. Additionally, this study provides further evidence supporting the validity of the PCK-Fractions measure as a reliable indicator of PSTs' proficiency in teaching fractions. Implications for mathematics teacher education and educational research are discussed.

Subjects

PEDAGOGICAL content knowledge; TEACHER education; STUDENT teachers; MATHEMATICS teachers; PROGRAM effectiveness (Education)

Publication

Investigations in Mathematics Learning, 2024, Vol 16, Issue 4, p263

ISSN

1947-7503

Publication type

Academic Journal

DOI

10.1080/19477503.2024.2350909