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When intuitive conceptions overshadow pedagogical content knowledge: Teachers’ conceptions of students’ arithmetic word problem solving strategies

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Published in Educational Studies in Mathematics. 2018, vol. 98, no. 2, p. 157-175
Abstract Intuitive conceptions in mathematics guide the interpretation of mathematical concepts. We investigated if they bias teachers’ conceptions of student arithmetic word problem solving strategies, which should be part of their pedagogical content knowledge (PCK). In individual interviews, teachers and non-teaching adults were asked to describe students’ strategies in situational contexts within or outside the scope of the intuitive conception. The results revealed that teachers relied on their PCK and identified student strategies; however, in the presence of the intuitive conception, their PCK was overshadowed and they ceased to differ significantly from non-teachers. This brings the attention to certain biases that can have a strong impact on teachers’ efficient use of PCK.
Keywords Pedagogical content knowledgeTeacher knowledgeArithmetic word problem solvingIntuitive conceptionsStudents’problem solving
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Article (Published version) (710 Kb) - document accessible for UNIGE members only Limited access to UNIGE
Other version: http://link.springer.com/10.1007/s10649-018-9806-7
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Research group Instruction, Développement, Education, Apprentissage (IDEA)
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GVOZDIC, Katarina, SANDER, Emmanuel. When intuitive conceptions overshadow pedagogical content knowledge: Teachers’ conceptions of students’ arithmetic word problem solving strategies. In: Educational Studies in Mathematics, 2018, vol. 98, n° 2, p. 157-175. https://archive-ouverte.unige.ch/unige:112272

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Deposited on : 2018-12-13

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