Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception
Rick Marks
Source record
Source: Crossref
Published: May 1, 1990
DOI: 10.1177/002248719004100302
Open original source ↗Source abstract
Eight fifth-grade teachers were interviewed about their teaching of equivalence of fractions. Analysis of the interviews resulted in a conception of pedagogical content knowledge consisting of four components: subject matter for instructional purposes, students' understanding of the subject matter, media for instruction in the subject matter, and instructional processes for the subject matter. Ambiguities and complexities inherent in the notion of pedagogical content knowledge are discussed, and revisions in teacher education practices designed to integrate con tent and pedagogy are suggested.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.