Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F19%3A43899493" target="_blank" >RIV/60076658:12410/19:43899493 - isvavai.cz</a>

Výsledek na webu

<a href="https://ojs.cuni.cz/scied/article/view/1548/1240" target="_blank" >https://ojs.cuni.cz/scied/article/view/1548/1240</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/18047106.1548" target="_blank" >10.14712/18047106.1548</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method

Popis výsledku v původním jazyce

The article focuses on an educational tool called Concept Cartoons and its possible use in professional preparation of future primary school teachers. In particular, it presents the method of how Concept Cartoons can be employed as a tool for diagnosing subject matter knowledge and pedagogical content knowledge in mathematics. The first part of the contribution introduces the concept of teachers&apos; knowledge that is used in the article, and the Concept Cartoon tool. It describes the original Concept Cartoons method for classroom use at primary and secondary school levels that was established by Keogh and Naylor, and then it introduces our work on diagnostic Concept Cartoons method, including a commented summary of our recent research on qualitative diagnosis of subject matter knowledge and pedagogical content knowledge in mathematics. The second part of the contribution introduces another step in the methodology, a mixed approach to the issue that enables to enrich the qualitative results with quantitative characteristics. The mixed method is illustrated through a small empirical study that shows how exactly the quantitative enrichment might be provided.

Název v anglickém jazyce

Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method

Popis výsledku anglicky

The article focuses on an educational tool called Concept Cartoons and its possible use in professional preparation of future primary school teachers. In particular, it presents the method of how Concept Cartoons can be employed as a tool for diagnosing subject matter knowledge and pedagogical content knowledge in mathematics. The first part of the contribution introduces the concept of teachers&apos; knowledge that is used in the article, and the Concept Cartoon tool. It describes the original Concept Cartoons method for classroom use at primary and secondary school levels that was established by Keogh and Naylor, and then it introduces our work on diagnostic Concept Cartoons method, including a commented summary of our recent research on qualitative diagnosis of subject matter knowledge and pedagogical content knowledge in mathematics. The second part of the contribution introduces another step in the methodology, a mixed approach to the issue that enables to enrich the qualitative results with quantitative characteristics. The mixed method is illustrated through a small empirical study that shows how exactly the quantitative enrichment might be provided.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Scientia in educatione (sciED)

ISSN

1804-7106

e-ISSN

—

Svazek periodika

10

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

18

Strana od-do

62-79

Kód UT WoS článku

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EID výsledku v databázi Scopus

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