An Experienced Teacher's Conceptual Trajectory for Problem Solving

N

8

Experienced Teachers; Problem Solving; Mathematical Concepts; Pedagogical Content Knowledge; Case Studies; Semi Structured Interviews; Task Analysis; Mathematics Curriculum; Mathematics Instruction; Teaching Methods; Foreign Countries

This study explores how teachers understand and translate curriculum statements into concepts that are better suited to supporting student progress with rich mathematical problem-solving tasks. We report the actions of one experienced teacher of primary mathematics in charting the sequence of concepts and processes relevant to the above issue. We contend that the study embellishes Pedagogical Content Knowledge dimensions of the framework advanced by Ball, Hill and Bass (2005). Implications for field experiences of prospective teachers of mathematics are discussed.

As Provided

18

2017

ED573180