Invented Strategies Changing Teachers' Pedagogical Content Knowledge [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/in	Lunt, Jana
Titel	Invented Strategies Changing Teachers' Pedagogical Content Knowledge [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Pedagogical Content Knowledge; Learning Strategies; Teaching Methods; Elementary School Teachers; Faculty Development; Teacher Attitudes; Algorithms; Cognitive Style; Misconceptions; Instructional Materials; Group Discussion; Textbooks; Critical Thinking; Educational Change + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Algorithm; Algorithmus; Cognitive styles; Kognitiver Stil; Missverständnis; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Gruppendiskussion; Textbook; Text book; Schulbuch; Lehrbuch; Kritisches Denken; Bildungsreform
Abstract	This study investigates how utilizing student-invented strategies in the classroom can inform teachers' pedagogical content knowledge. Two elementary school teachers participated in professional development discussing the benefits of invented strategies. Data was then gathered as the participants implemented this practice in their classrooms. Data was analyzed qualitatively to show the ways in which invented strategies can be useful in a teacher's development of their pedagogical content knowledge, including their Knowledge of Content and Students, Knowledge of Content and Teaching, as well as Knowledge of Content and Curriculum. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01