Article Sidebar

PDF
Date Published: 29/08/2020
Online Published: 29/08/2020
Abstract Views: 322
Views PDF: 168
DOI: https://doi.org/10.54607/hcmue.js.17.8.2824(2020)
Issue
Vol. 17 No. 8 (2020)
Section
Articles
How to Cite
Lê , T. B. L., & Trần , K. M. (2020). THE PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHING DERIVATIVES. HCMUE Journal of Science, 17(8), 1410. https://doi.org/10.54607/hcmue.js.17.8.2824(2020)

THE PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHING DERIVATIVES

Thị Bạch Liên Lê , Kiêm Minh Trần

Main Article Content

Abstract

 

Many researchers have recently explored the types of knowledge a teacher needs to effectively teach students. The concept of pedagogical content knowledge (PCK) has been mentioned by Lee Shulman over 30 years ago and is constantly being developed and clarified by educational researchers around the world. Studies have shown that PCK is a special type of knowledge necessary for teachers. This paper clarifies PCK through derivative topic and describes a set of assessment tasks designed to measure Vietnamese prospective mathematics teachers (PMTs)’ mathematical knowledge for teaching the geometric and physical meanings of derivatives. A survey conducted on 181 PMTs helped us draw some comments on the PMTs’ PCK in the current teacher education institutions. Implications for the professional learning of Vietnamese mathematics teachers are also discussed.

 

 

Keywords

mathematical knowledge for teaching, derivative, professional competency, prospective mathematics teacher

Article Details

References

Döhrmann, M., Kaiser, G., & Blömeke, S. (2012). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. ZDM - International Journal on Mathematics Education, 44(3), 325-340. https://doi.org/10.1007/s11858-012-0432-z
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
Huang, R. (2014). Prospective mathematics teachers’ knowledge of algebra: A comparative study in China and the United States of America. In Prospective Mathematics Teachers’ Knowledge of Algebra: A Comparative Study in China and the United States of America. https://doi.org/10.1007/978-3-658-03672-0

Kaiser, G., Blömeke, S., König, J., Busse, A., Döhrmann, M., & Hoth, J. (2017). Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 1-22. https://doi.org/10.1007/s10649-016-9713-8
Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., Cheo, M., & Baumert, J. (2015). Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers. Teaching and Teacher Education, 46, 115-126. https://doi.org/10.1016/j.tate.2014.11.004
Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Tran, K. M., & Le, T. B. L. (2018). Vietnamese prospective mathematics teachers’ mathematical knowledge for teaching the derivative and implications for teacher preparation programs. In Hsieh, F-J. (Ed.), Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, 2, 124-133, Taipei, Taiwan: EARCOME.
Wilkie, K. J. (2014). Upper primary school teachers’ mathematical knowledge for teaching functional thinking in algebra. In Journal of Mathematics Teacher Education, 17(5). https://doi.org/10.1007/s10857-013-9251-6
Zandieh, M. (2001). A theoretical framework for analyzing student understanding of the concept of derivative. Issues in Mathematics Education, 8, 103-127. https://doi.org/10.1090/cbmath/008/06