Deborah Ball video on PCK
Rochelle Guittierez video on PCK including ideas about equity
Why is there so much interest in PCK in the US, and much less in other parts of the world?
Note: tests of teacher knowledge in the US
Linking teacher effectiveness to students' test scores: Is this valid?
Can one find out about a teacher's PCK through a written test?
What about evaluating students' and teachers' knowledge? Can this be done through standardized (often multiple-choice) testing?
It's a truism that 'you learn a topic much better when you have to teach it' -- but in what ways?
How do teachers 'know' a topic in a way that is different from a student's knowledge of a topic?
Can this knowledge be taught in teacher education programs?
Can it be tested by Ministries of Education?
Davis & Simmt talk about compression vs. prying apart topics in mathematics: "prying apart concepts, making sense of analogies, metaphors, images and logical constructs that give shape to a mathematical construct" (p.301)
How can a teacher learn to pry mathematical topics apart in order to teach them better?
Could we design ways to teach teachers about particular topics that they will be teaching, at levels from senior elementary to post-secondary? Some examples: multiplication, division, squares and square roots...
Rochelle Guittierez video on PCK including ideas about equity
Why is there so much interest in PCK in the US, and much less in other parts of the world?
Note: tests of teacher knowledge in the US
Linking teacher effectiveness to students' test scores: Is this valid?
Can one find out about a teacher's PCK through a written test?
What about evaluating students' and teachers' knowledge? Can this be done through standardized (often multiple-choice) testing?
It's a truism that 'you learn a topic much better when you have to teach it' -- but in what ways?
How do teachers 'know' a topic in a way that is different from a student's knowledge of a topic?
Can this knowledge be taught in teacher education programs?
Can it be tested by Ministries of Education?
Davis & Simmt talk about compression vs. prying apart topics in mathematics: "prying apart concepts, making sense of analogies, metaphors, images and logical constructs that give shape to a mathematical construct" (p.301)
How can a teacher learn to pry mathematical topics apart in order to teach them better?
Could we design ways to teach teachers about particular topics that they will be teaching, at levels from senior elementary to post-secondary? Some examples: multiplication, division, squares and square roots...
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