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Teaching area and perimeter: Mathematics-pedagogical-content knowledge-in-action
Citation
Yeo, J. K. K. (2008). Teaching area and perimeter: Mathematics-pedagogical-content knowledge-in-action. In G. Merrilyn, B. Ray, & M. Katie (Eds.), Navigating currents and charting directions: Proceedings of the 31st annual Conference of the Mathematics Education Research Group of Australasia (pp 621-627). Mathematics Education Research Group of Australasia.
Abstract
This paper examines the influence of teacher’s mathematics pedagogical content knowledge (MPCK) in the teaching of area and perimeter to Grade 4 pupils. Lessons of a beginning teacher were studied to determine the activities and teaching strategies used to bring out ideas associated with area and perimeter. Observable MPCK-in-action outcomes are also being studied through video-taping the beginning teacher. In addition, this paper also studies how concept of area and perimeter is developed in class. The complex interplay between area and perimeter concepts was sometimes handled well by the beginning teacher, whereas on other occasions, gaps in mathematics pedagogical content knowledge had the potential to cause misconceptions for pupils.
Date Issued
2008
ISBN
9781920846163
9781920846176
Description
This paper was published in the 2008 proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (MERGA 2008) on "Navigating Currents and Charting Directions", held in Brisbane, Australia from 28 Jun to 1 Jul 2008