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
CountryAustralia
CityAdelaide
Period3/07/167/07/16
Internet address

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