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Teachers' Pedagogical Content Knowledge of Students' Problem Solving in Elementary Arithmetic

Thomas P. Carpenter, Elizabeth Fennema, Penelope L. Peterson and Deborah A. Carey
Journal for Research in Mathematics Education
Vol. 19, No. 5 (Nov., 1988), pp. 385-401
DOI: 10.2307/749173
Stable URL: http://www.jstor.org/stable/749173
Page Count: 17
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Teachers' Pedagogical Content Knowledge of Students' Problem Solving in Elementary Arithmetic
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Abstract

This study investigated 40 first-grade teachers' pedagogical content knowledge of children's solutions of addition and subtraction word problems. Most teachers could identify many of the critical distinctions between problems and the primary strategies that children used to solve different kinds of problems. But this knowledge generally was not organized into a coherent network that related distinctions between problems, children's solutions, and problem difficulty. The teachers' knowledge of whether their own students could solve different problems was significantly correlated with student achievement.

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