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Articles
  • Action Research on Promoting Students’ Mathematical Understanding   [CCE 2013]
  • Author(s)
  • Shao Ying Li, Chun Ching Ho, Shian Leou
  • ABSTRACT
  • Pedagogical content knowledge (PCK) is an important part of the teachers' professional connotation, it alsofostersthe students in learning mathematics. This study recorded the teacher’s teaching intervention in "multiples of3", from which we could see an example of the impact of teacher’s PCK.
  • KEYWORDS
  • Pedagogical Content knowledge (PCK); Students’ Mathematical Understanding; Teaching
  • References
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    [2]
    Chaiklin, S. (2003). The Zone of Proximal Development in Vygotsky's analysis of learning and instruction. In Kozulin, A., Gindis, B., Ageyev, V. & Miller, S. (Eds.) Vy-gotsky's educational theory and practice in cultural context. 39-64. Cambridge: Cambridge University.
    [3]
    Cochran, K. F., & DeRuiter, J. A. (1993). Pedagogical content knowing: An inte-grative model for teacher preparation. Journal of Teacher Edu-cation, 44(4), 263-272.
    [4]
    Fennema, E. & Franke, M. L. (1992). Teachers’ knowledge and its impact. In Grouws, D. A. (Ed.). handbook of research on mathematics teaching and learning. New York: Macmillan.
    [5]
    Kozulin, A., Gindis, B., Ageyev, V. S. & Miller, S. M. (2003). Vygotsky's educational theory in cultural context. Cambridge Unversity Press.
    [6]
    Lewin, K. (1958). Group Decision and Social Change. New York: Holt, Rinehart and Winston.
    [7]
    Obukhova, L. F., & Korepanova, I. A. (2009). The Zone of Proximal Development: A Spatiotemporal Model. Journal of Russian & East European Psychology, 47(6), 25-47.
    [8]
    Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching Stanford University. American Educational Research, 15(2), 4-14.
    [9]
    Shulman, L. S. (1987). Knowledge and teaching: Fundations of the new reform. Harvard Educational Review, 57(1), 1-22.

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