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Teachers' pedagogical content knowledge and its relation with students' understanding

Content Provider	Scilit
Author	Olfos, Raimundo Goldrine, Tatiana Estrella, Soledad
Copyright Year	2014
Description	We conducted an exploratory study about the relationship between teachers' knowledge and fourth-grade students understanding, in the case of fractions. We studied the content knowledge (CK) and the pedagogical content knowledge (PCK) of 53 teachers and quantified their teaching experience, their mathematical preparation and the socioeconomic and academic background of the schools where the study was conducted. We applied one test at the beginning and one at the end of the school year to 1.532 students, identifying the gains and achievements of each group in the teachers' classrooms. The constructivist-oriented subcomponent of the teachers' CK showed a significant association with student learning, although it is less significant than the association with the teacher's experience. Socioeconomic factors were strongly associated with student achievement, confirming the strong divisions that characterize the chilean education system.
Related Links	http://www.scielo.br/pdf/rbedu/v19n59/06.pdf http://www.scielo.br/scielo.php?script=sci_pdf&pid=S1413-24782014000900006&lng=en&nrm=iso&tlng=en
Ending Page	944
Page Count	32
Starting Page	913
ISSN	14132478
e-ISSN	1809449X
DOI	10.1590/s1413-24782014000900006
Journal	Revista Brasileira de Educação
Issue Number	59
Volume Number	19
Language	English
Publisher	FapUNIFESP (SciELO)
Publisher Date	2014-12-01
Access Restriction	Open
Subject Keyword	Revista Brasileira de Educação Education Research Pedagogical Content Knowledge Knowledge of Teaching of Content Fractions Understanding Conhecimento Pedagógico Do Conteúdo Conhecimento Do Ensino De Conteúdos Compreensão Das Frações Conocimiento Pedagógico Del Contenido Conocimiento De La Enseñanza Del Contenido
Content Type	Text
Resource Type	Article
Subject	Education

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