Peer reviewed
Download full textERIC Number: ED630366
Record Type: Non-Journal
Publication Date: 2022
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Invented Strategies Changing Teachers' Pedagogical Content Knowledge
Lunt, Jana
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022)
This study investigates how utilizing student-invented strategies in the classroom can inform teachers' pedagogical content knowledge. Two elementary school teachers participated in professional development discussing the benefits of invented strategies. Data was then gathered as the participants implemented this practice in their classrooms. Data was analyzed qualitatively to show the ways in which invented strategies can be useful in a teacher's development of their pedagogical content knowledge, including their Knowledge of Content and Students, Knowledge of Content and Teaching, as well as Knowledge of Content and Curriculum. [For the complete proceedings, see ED630210.]
Descriptors: Pedagogical Content Knowledge, Learning Strategies, Teaching Methods, Elementary School Teachers, Faculty Development, Teacher Attitudes, Algorithms, Cognitive Style, Misconceptions, Instructional Materials, Group Discussion, Textbooks, Critical Thinking, Educational Change
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
