Exploring teachers’ pedagogical content knowledge for teaching length estimation
Aufsatz in Konferenzband › Forschung › begutachtet
Publikationsdaten
| Von | Hsin-Mei E. Huang, Jessica Hoth, Wan-Shin Chang, Aiso Heinze, Silke Ruwisch |
| Originalsprache | Englisch |
| Erschienen in | Claudia Cornejo, Patricio Felmer, David M. Gómez, Pablo Dartnell, Paula Araya, Armando Peri, Valeria Randolph (Hrsg.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (Band 1) |
| Seiten | 403-410 |
| Herausgeber (Verlag) | PME |
| DOI/Link | https://www.igpme.org/publications/current-proceedings/ |
| Publikationsstatus | Veröffentlicht – 07.2025 |
This study was a small scale cross-country comparison of elementary school teachers’ pedagogical content knowledge for teaching length estimation. A total of 35 in-service elementary school teachers (22 Taiwanese and 13 German teachers) participated in one-on-one semi-structured interviews. Results showed that the majority of teachers in both groups appreciated the value of the guess-and-check procedures for teaching length estimation. There were differences in the two groups’ knowledge of the use of estimation strategies for teaching students to make estimations. No differences existed in the two groups’ knowledge of students’ estimation skills. Suggestions for improving teacher’s knowledge for teaching length estimation are suggested.
