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Proceedings of the Redesigning pedagogy: culture, knowledge and understanding conference, Singapore, May 2007.
This research, adopting a case study paradigm, investigated the pedagogical content knowledge (PCK) of three established primary mathematics teachers in Singapore. The objectives of the study were two fold: (i) to examine the nature of teacher’s PCK in the teaching of the concept area at the upper primary levels; (ii) to identify how teachers’ PCK influenced pupils’ understanding and learning. The participants were selected for their commitment to teaching using a wide repertoire of mathematical representations. They were observed in their teaching and post-lesson interviews were conducted to verify the rationale for their actions. The findings
showed that the teachers used real life examples to illustrate abstract concept of area. They proceeded from simple to complex knowledge, and linked other topics and concepts for cohesion, non-fragmented teaching. Multiple approaches involving various tasks and representations to depict the concept of area, were incorporated. The teachers displayed extensive and perceptive understanding to teach mathematical concepts and procedures, and not simply apply algorithms. This research helped provide insights into the teaching of area.
Information pertaining to mathematical communication between pupil-pupil, and teacher-pupil — reasoning, thinking, justifying, was surfaced. This could be expanded to novice and even older teachers interested in teaching for conceptual understanding, initiate teachers’ professional development, and inform on mathematics teachers education.
Appears in Collections:CRPP - Conference Papers

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