Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/62
Title: 
Authors: 
Issue Date: 
2003
Citation: 
Wood, E. (2003). Pedagogical content knowledge: An example from secondary school mathematics. The Mathematics Educator, 7(1),49-61
Abstract: 
Despite the passage of 15 years, Shulman's (1987) seminal work on pedagogical
content knowledge remains important because of the acknowledgement it gives to
an old teacher adage: "You don't know a subject until you've taught it." This bit of
folk wisdom suggests that although content knowledge is important for teaching
(Anderson, 1989; McDiarmid, Ball, & Anderson, 1989; Ball, 1993) there is a
special (and perhaps different) way of knowing that is cynicial for effective teaching.
Shulman's introduction to the literature of the term pedagogical content knowledge
provided a framework which could allow researchers and scholars to explore more
systematically the intuitive notion that expert teachers possess a kind of deeper and
richer understanding that permits them to transform more effectively their own
knowledge into forms that are accessible to students.
URI: 
ISSN: 
0218-9100
Appears in Collections:Journal Articles

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