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

*此作品的通信作者

研究成果: 雜誌貢獻會議論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
文章編號012122
期刊IOP Conference Series: Materials Science and Engineering
288
發行號1
DOIs
出版狀態已發佈 - 2018 一月 25
事件2nd Annual Applied Science and Engineering Conference, AASEC 2017 - Bandung, 印度尼西亚
持續時間: 2017 八月 242017 八月 24

ASJC Scopus subject areas

  • 材料科學(全部)
  • 工程 (全部)

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