STRENGTHENING THE CONCEPTUALIZATION OF MATHEMATICS PEDAGOGICAL CONTENT KNOWLEDGE FOR INTERNATIONAL STUDIES: A TAIWANESE PERSPECTIVE

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Abstract

This paper discusses different conceptual frameworks for measuring mathematics pedagogical content knowledge (MPCK) in international comparison studies. Two large-scale international comparative studies, Mathematics Teaching in the Twenty-First Century (MT21; Schmidt et al., 2011) and the Teacher Education and Development Study in Mathematics (TEDS-M; Tatto et al., 2012), were used for analysis. The challenges faced by these studies included the lack of elaborate conceptual frameworks for MPCK developed by non-Western scholars and the corresponding test items that were tied to the frameworks. In this paper, I introduce a conceptual framework developed by Hsieh (Secondary Education, 63(3), 30-47, (2012) in Taiwan relating to MPCK. The items of the 2 international comparison studies were reexamined according to Hsieh's model. A study based on Hsieh's model is introduced to manifest the existence of distinct or probably conflicting ideas between Taiwanese and Western countries regarding the scope and substance of different types of mathematics teachers' knowledge. Hsieh's model is a start toward searching for an East Asian identity in MPCK.

Original languageEnglish
Pages (from-to)923-947
Number of pages25
JournalInternational Journal of Science and Mathematics Education
Volume11
Issue number4
DOIs
Publication statusPublished - 2013 Aug 1

Fingerprint

Strengthening
mathematics
International Comparison
international comparison
Teacher Knowledge
mathematics studies
Teacher Education
Mathematics Teaching
Taiwan
teacher
secondary education
twenty-first century
Comparative Study
Knowledge
Model
Distinct
Framework
lack
Teaching
education

Keywords

  • MT21
  • TEDS-M
  • conceptualization teacher knowledge
  • international comparison study
  • mathematics teaching competence
  • pedagogical content knowledge

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

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