Distinguishing forms of teacher knowledge: the case of geometry
Distinguishing forms of teacher knowledge: the case of geometry
In this paper, we focus on research that has examined what teachers need to know in order to teach geometry. In particular, we focus on the extent to which research on teacher ‘content knowledge’ (CK) and teacher ‘pedagogical content knowledge’ (PCK) for geometry teaching is able to distinguish between geometry CK and geometry PCK. We do this by analysing two papers, one on CK for geometry teaching and the other on PCK for geometry teaching. Our analysis of the two studies indicates that it is not straightforward to distinguish CK and PCK for geometry teaching. The implication is that it is not straightforward to design teacher education and professional development for teachers of geometry.
mathematics, education, geometry, teacher knowledge
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
31 October 2019
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith and Ding, Liping
(2019)
Distinguishing forms of teacher knowledge: the case of geometry.
2nd ACME International Symposium on Mathematics Education, East China Normal University, Shanghai, China.
31 Oct - 03 Nov 2019.
1 pp
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
In this paper, we focus on research that has examined what teachers need to know in order to teach geometry. In particular, we focus on the extent to which research on teacher ‘content knowledge’ (CK) and teacher ‘pedagogical content knowledge’ (PCK) for geometry teaching is able to distinguish between geometry CK and geometry PCK. We do this by analysing two papers, one on CK for geometry teaching and the other on PCK for geometry teaching. Our analysis of the two studies indicates that it is not straightforward to distinguish CK and PCK for geometry teaching. The implication is that it is not straightforward to design teacher education and professional development for teachers of geometry.
Text
Jones&Ding_ACME_2019
- Accepted Manuscript
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Published date: 31 October 2019
Venue - Dates:
2nd ACME International Symposium on Mathematics Education, East China Normal University, Shanghai, China, 2019-10-31 - 2019-11-03
Keywords:
mathematics, education, geometry, teacher knowledge
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Local EPrints ID: 446035
URI: http://eprints.soton.ac.uk/id/eprint/446035
PURE UUID: 59dad08b-424d-43fc-90a3-0cb8807bd92a
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Date deposited: 19 Jan 2021 17:33
Last modified: 16 Mar 2024 10:30
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Contributors
Author:
Liping Ding
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