A Study on integration of Mathematics Pedagogical Content Knowledge: The Comparison of Pre-Service Teacher and School Teacher

• Main Authors: CHEN, YUAN-CHU, 陳願竹
• Other Authors: CHEN, YEN-TING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/2gw95c

碩士 === 國立臺中教育大學 === 數學教育學系在職專班 === 105 === This study aims on comparing the difference between a pre-service teacher and a school teacher on Mathematics Pedagogical Content Knowledge (MPCK) integration during their practical teaching. The two topics, concentration/percentage and ratio, were performed on practical teaching in classroom by the pre-service teacher and school teacher separately. The five main dimensions in the perception instrument of MPCK were used to evaluate the difference between the pre-service teacher and the school teacher. The analysis was performed through observing practical teaching and teaching plans of two teachers. Finally, the difference of two teachers on MPCK was taken into comparing. The non-participate methodology was used for data collection. A range of data was collected from classroom video of two teachers. The findings of this study can be concluded as follows: (1) The analysis of the data shows that it is similar on integration of MPCK for the two teachers. Among the five dimensions in the perception instrument of MPCK, the knowledge of subject is the most frequently used dimension for the two teachers. On the other hand, the knowledge of representations is the least used dimension for both teachers. (2) Among five dimensions of MPCK, the knowledge of assessment of mathematics learning is the most different dimension between two teachers.