Teachers' collective knowledge: the case of equivalent fractions

TY - GEN

T1 - Teachers' collective knowledge

T2 - the case of equivalent fractions

AU - Putra, Zetra Hainul

AU - Winsløw, Carl

PY - 2018/9/1

Y1 - 2018/9/1

N2 - Research on teachers' mathematical knowledge has grown significantly over the last few decades. Many studies concern teachers' knowledge by using written tests, as for students. But in reality, teachers do not work in isolation but in institutions where professional knowledge is shared. How can this shared or collective knowledge be studied systematically and precisely? With this in mind, we designed so-called hypothetical teacher tasks (HTTs) which teachers solve in pairs. Each HTT can be used to investigate teachers' knowledge of some specific mathematical piece of knowledge (like how to add fractions) and knowledge about how to teach it. We present a case from Danish and Indonesian pre-service teachers' collaborative work on one HTT about equivalent fractions. We analyse how the shared mathematical and didactical knowledge of equivalent fractions differ between the two groups. Indeed, there are visible differences. The Danish pair proposed several didactical ideas to teach equivalent fractions, while the Indonesian pair focused on the direct instruction of standard algorithm.

AB - Research on teachers' mathematical knowledge has grown significantly over the last few decades. Many studies concern teachers' knowledge by using written tests, as for students. But in reality, teachers do not work in isolation but in institutions where professional knowledge is shared. How can this shared or collective knowledge be studied systematically and precisely? With this in mind, we designed so-called hypothetical teacher tasks (HTTs) which teachers solve in pairs. Each HTT can be used to investigate teachers' knowledge of some specific mathematical piece of knowledge (like how to add fractions) and knowledge about how to teach it. We present a case from Danish and Indonesian pre-service teachers' collaborative work on one HTT about equivalent fractions. We analyse how the shared mathematical and didactical knowledge of equivalent fractions differ between the two groups. Indeed, there are visible differences. The Danish pair proposed several didactical ideas to teach equivalent fractions, while the Indonesian pair focused on the direct instruction of standard algorithm.

U2 - 10.1088/1742-6596/1088/1/012003

DO - 10.1088/1742-6596/1088/1/012003

M3 - Article in proceedings

VL - 1088

T3 - Journal of Physics - Conference Series

SP - 1

BT - The 6th South East Asia Design Research International Conference (6th SEA-DR IC)

PB - IOP Publishing

CY - Banda Aceh

ER -