The impact of problem-based learning on pre-service teachers’ development and application of their mathematics pedagogical content knowledge

In closing, if teacher knowledge and teaching methods are important elements of teacher effectiveness (National Commission on Teaching and America’s Future,

Sancar Tokmak, Yavuz Konokman and Yanpar Yelken, (2013) used the Technological Pedagogical Content Knowledge Self-efficacy Scale to investigate whether the pre-service

In this literature review, we examine literature regarding pedagogical content knowledge (PCK) in relation to in- and out-of-field teaching experience and pedagogical training

The purpose of this study was to examine the algebraic content and pedagogical knowledge of sixth grade mathematics teachers in the Maldives to determine their relative strengths

This study investigated pre-service mathematics teachers’ beliefs about teaching mathematics in terms of the instructional approach, role of the teacher, interaction among

This study can contribute to the development of problem-posing content and curriculum that will both account for pre-service teachers’ prior experiences and help foster their

PCK concerns the manner in which teachers relate their pedagogical knowledge to their subject matter knowledge in the school context for teaching students

The general nature of this study entitled Primary Grade Teachers* Mathematics Teacher Profile. Mathematics Teaching Beliefs, and Mathematics Pedagogical Content. Knowledge,