Teachers' pedagogical content knowledge and its relation with students' understanding
Bibliographic Data
| ID | 4284014 |
|---|---|
| Authors | Raimundo Olfos Ayarza (0000-0002-9886-4282, Pontificia Universidad Católica de Valparaíso), Raimundo Olfos (Pontificia Universidad Católica de Valparaíso), Tatiana Goldrine (Pontificia Universidad Católica de Valparaíso), Soledad Estrella (0000-0002-4567-2914, Pontificia Universidad Católica de Valparaíso) |
| Year | 2014 |
| Volume | 19 |
| Issue | 59 |
| Pages | 913-944 |
| Publication date | 2014-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Brasileira de Educação (JOURNAL) |
| Journal identifiers | ISSN: 1413-2478 • E-ISSN: 1809-449X |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/s1413-24782014000900006 |
| OpenAlex | W2073270274 |
| SCIELO_PID | S1413-24782014000900006 |
| Language | EN |
| Citations received | 4 |
| References cited | 16 |
We conducted an exploratory study about the relationship between teachers' knowledge and fourth-grade students understanding, in the case of fractions. We studied the content knowledge (CK) and the pedagogical content knowledge (PCK) of 53 teachers and quantified their teaching experience, their mathematical preparation and the socioeconomic and academic background of the schools where the study was conducted. We applied one test at the beginning and one at the end of the school year to 1.532 students, identifying the gains and achievements of each group in the teachers' classrooms. The constructivist-oriented subcomponent of the teachers' CK showed a significant association with student learning, although it is less significant than the association with the teacher's experience. Socioeconomic factors were strongly associated with student achievement, confirming the strong divisions that characterize the chilean education system
Association (psychology · Constructivist teaching methods · Exploratory research · Mathematics education · Pedagogy · Social science · Socioeconomic status · Sociology · Teaching method · Test (biology · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques · Psychology · School Choice and Performance
Teachers' ability to diagnose and deal with alternative student conceptions of evolution
Contribution of teacher knowledge to student knowledge of mathematics / Contribución del conocimiento del profesor al conocimiento del alumno en matemáticas
Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching
Impact of a theory-practice connecting scaffolding system on the ability of preschool teachers-in-training to teach mathematics
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
Pedagogical content knowledge and content knowledge of secondary mathematics teachers.
Unpacking Pedagogical Content Knowledge
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Back to the Future
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Responding to Our Critics
Content Knowledge for Teaching
Teacher Preparation Research
Privatization Reform and Inequality of Educational Opportunity
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,57 |
| Citation span | 2019 - 2023 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |