A preservice secondary school teacher's pedagogical content knowledge for teaching algebra

Florence Mamba , Reidar Mosvold (1) , Raymond Bjuland (2)

1 University of Stavanger
2 University of Stavanger

This study investigated a preservice secondary school teacher's pedagogical content knowledge (PCK) for teaching algebra. Data were generated using video-recorded interviews and analysed using thematic analysis. Findings indicate that content knowledge was influential in the preservice teacher's PCK. Secondly, the preservice teacher, who was one of the best students in his class, displayed some knowledge of analysing students' errors and anticipating their possible misconceptions. He appeared to be familiar with some methods of handling students' errors and misconceptions. However, it appears that he was not prepared to apply such methods in his teaching of algebra.

Mots clés: Pedagogical content knowledge; preservice teacher; secondary school; algebra

Domaines: Mathématiques [math]; Sciences de l'Homme et Société

Florence Mamba, Reidar Mosvold, Raymond Bjuland. A preservice secondary school teacher's pedagogical content knowledge for teaching algebra. CERME 10, Feb 2017, Dublin, Ireland. ⟨hal-01949147⟩