Document Type

Conference Proceeding

Language

eng

Publication Date

2013

Publisher

University of Illinois at Chicago

Source Publication

Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Source ISSN

978-0-615-86464-8

Abstract

This study addresses comparable concerns regarding pedagogical content knowledge (PCK) from different countries, experiences of teachers around the world regarding knowledge for teaching algebra, and the use of such experiences for teaching pre-service teachers. Proceedings from the most recent International Congress on Mathematical Education were analyzed focusing on the importance of PCK and specialized knowledge for teaching algebra. Analysis of multiple international studies provided a holistic approach to bridge research into practice. In this paper, I present the findings of this analysis which were subsequently used to develop contents for teaching algebra in a methods course for pre-service secondary mathematics teachers.

Comments

Published version. Published as part of Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education 2013: 793-796. Permalink. © 2013 The Authors. Used with permission.

Hyunyi Jung was affiliated with Purdue University at the time of publication.

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