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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
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/749173
Page Count: 17
You can always find the topics here!Topics: Teachers, Students, Children, Mathematical problems, Word problems, Mathematical knowledge, Mathematics education, Educational research, Problem solving, Teaching
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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.
Journal for Research in Mathematics Education © 1988 National Council of Teachers of Mathematics