{"title":"帮助职前中学数学教师构建教学内容知识","authors":"Su Liang","doi":"10.11114/ijce.v2i2.4514","DOIUrl":null,"url":null,"abstract":"This paper intends to shed light on understanding of Mathematical Pedagogical Content Knowledge (MPCK) from an empirical angle. Examples are utilized to explicitly demonstrate how a class activity in a capstone course of preservice secondary mathematics teachers (PSMTs) could be structured for PSMTs to build MPCK.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Helping Preservice Secondary Mathematics Teachers Construct Pedagogical Content Knowledge\",\"authors\":\"Su Liang\",\"doi\":\"10.11114/ijce.v2i2.4514\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper intends to shed light on understanding of Mathematical Pedagogical Content Knowledge (MPCK) from an empirical angle. Examples are utilized to explicitly demonstrate how a class activity in a capstone course of preservice secondary mathematics teachers (PSMTs) could be structured for PSMTs to build MPCK.\",\"PeriodicalId\":136179,\"journal\":{\"name\":\"International Journal of Contemporary Education\",\"volume\":\"26 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-09-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Contemporary Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.11114/ijce.v2i2.4514\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Contemporary Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.11114/ijce.v2i2.4514","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This paper intends to shed light on understanding of Mathematical Pedagogical Content Knowledge (MPCK) from an empirical angle. Examples are utilized to explicitly demonstrate how a class activity in a capstone course of preservice secondary mathematics teachers (PSMTs) could be structured for PSMTs to build MPCK.
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