A case study on the impact of teacher mathematical knowledge on pedagogical practices

Sally Ann Hughes

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    Abstract

    This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning of mathematics using a connectionist approach. The data suggest that teacher capacity to adopt a connectionist approach was influenced by their subject knowledge and that their subject knowledge influenced classroom pedagogy.
    Original languageEnglish
    Title of host publicationOpening up mathematics education research
    Subtitle of host publicationProceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia
    EditorsBruce White, Mohan Chinnappan, Sven Trenholm
    Place of PublicationAdelaide SA Australia
    PublisherMathematics Education Research Group of Australasia
    Pages317-325
    Number of pages9
    ISBN (Print)9789811014178
    Publication statusPublished - 2016
    EventAnnual conference of the Mathematics Education Research Group of Australasia 2016 - Adelaide, Australia
    Duration: 3 Jul 20167 Jul 2016
    Conference number: 39th
    https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2016_MERGA_Conference_Proceedings.aspx (Proceedings)

    Conference

    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2016
    Abbreviated titleMERGA 2016
    Country/TerritoryAustralia
    CityAdelaide
    Period3/07/167/07/16
    Internet address

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