The Enactment of Mathematics Content Knowledge and Mathematics Pedagogical Content Knowledge in Teaching Practice of Ratio and Proportion: A Case of Two Primary

R. Ekawati, F. Lin, K. Yang

Research output: Contribution to journalConference article

1 Citation (Scopus)

Abstract

This study draws upon a research in investigating the enactment of primary teachers' mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) in practice. The teaching on ratio and proportion of two teachers with different level MCK and MPCK were observed within video observation framework which involves qualitative research through case study. The result indicated thatall factors were presented by Good MCK and MPCK teacher (GG) teacher appropriately but not for Low MCK and MPCK teacher(LL) teacher. LL ignored Figural representation factor and showed some errors in her teaching. MCK and MPCK are very essential for mathematics teaching. The evidence leads to the opportunity to learn for in-service primary teachers.

Original languageEnglish
Article number012122
JournalIOP Conference Series: Materials Science and Engineering
Volume288
Issue number1
DOIs
Publication statusPublished - 2018 Jan 25
Event2nd Annual Applied Science and Engineering Conference, AASEC 2017 - Bandung, Indonesia
Duration: 2017 Aug 242017 Aug 24

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ASJC Scopus subject areas

  • Materials Science(all)
  • Engineering(all)

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