DEVELOPING ANALYTICAL MODELS OF PEDAGOGICAL CONTENT KNOWLEDGE: A CASE STUDY OF MATHEMATIC TEACHERS IN MACAO
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Huey Lei, Harlan Ramirez, Kira Ng
pedagogical content knowledge, mathematics education, primary education, teacher training
Pedagogical considerations depend on various aspects, for example, cultures and academic backgrounds of students and teachers. Teachers implement lessons in the ways that are different from the anticipated plans, judging by simultaneous interactions among students and teachers in classrooms. The modification of actual pedagogy conformed to be adopted by the teachers is generated to construct the most fruitful and meaningful teaching and learning environment. The ways of modification of teaching rely on various factors. This study investigates two primary school teachers’ pedagogical considerations in terms of the analysis of their pedagogical content knowledge in the topic of geometry. A case study is conducted to compare strategies utilised in the planning and implementation of the mathematics lessons conducted by the two teachers who have different service years of teaching. Findings of the study indicate the pedagogical content knowledge of the teachers with different teaching experiences varies and is determined by some impacting factors.