Using Concept Cartoons to investigate future primary school teachers’ pedagogical content knowledge on addition

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F20%3A43902064" target="_blank" >RIV/60076658:12410/20:43902064 - isvavai.cz</a>

Výsledek na webu

<a href="https://quadrante.apm.pt/article/view/23011/17073" target="_blank" >https://quadrante.apm.pt/article/view/23011/17073</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Using Concept Cartoons to investigate future primary school teachers’ pedagogical content knowledge on addition

Popis výsledku v původním jazyce

This paper introduces an exploratory empirical qualitative study that has been carried out with two diverse groups of future primary school teachers (before vs after the attendance of a course on didactics of mathematics). The study uses an educational tool called Concept Cartoons accompanied by a set of six indicative questions as a means of collecting data on pedagogical content knowledge (PCK) in mathematics. In particular, the study focuses on future teachers’ written responses to virtual pupils’ opinions in a virtual classroom situation related to the algorithm of written addition of natural numbers. The findings reveal ten different code categories of displays of PCK related to knowledge of pupils (three categories), knowledge of tasks (one category) and knowledge of instruction (six categories), some of them related to strong PCK, others to weak PCK. According to the findings, all the categories related to knowledge of pupils occurred in the post-didactic group only, all the categories that appeared only in the pre-didactic group are connected to weak PCK, and all the categories that occurred only in the post-didactic group are connected to strong PCK.

Název v anglickém jazyce

Using Concept Cartoons to investigate future primary school teachers’ pedagogical content knowledge on addition

Popis výsledku anglicky

This paper introduces an exploratory empirical qualitative study that has been carried out with two diverse groups of future primary school teachers (before vs after the attendance of a course on didactics of mathematics). The study uses an educational tool called Concept Cartoons accompanied by a set of six indicative questions as a means of collecting data on pedagogical content knowledge (PCK) in mathematics. In particular, the study focuses on future teachers’ written responses to virtual pupils’ opinions in a virtual classroom situation related to the algorithm of written addition of natural numbers. The findings reveal ten different code categories of displays of PCK related to knowledge of pupils (three categories), knowledge of tasks (one category) and knowledge of instruction (six categories), some of them related to strong PCK, others to weak PCK. According to the findings, all the categories related to knowledge of pupils occurred in the post-didactic group only, all the categories that appeared only in the pre-didactic group are connected to weak PCK, and all the categories that occurred only in the post-didactic group are connected to strong PCK.

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

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

Quadrante

ISSN

0872-3915

e-ISSN

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Svazek periodika

29

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

PT - Portugalská republika

Počet stran výsledku

16

Strana od-do

36-51

Kód UT WoS článku

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EID výsledku v databázi Scopus

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