Abstract
Pedagogical Content Knowledge (PCK) tasks and decision-making are closely related to teaching and learning mathematics. This study aims to investigate teacher PCK in decision-making on different algebra tasks and to see activity in teacher-student interactions. This research is qualitative, with a research approach used as a case study. The participants in this study were only one teacher with different characteristics in mathematics tasks. Data collection consisted of primary research data from class observations, teacher interview transcripts, and researcher notes, while documents such as teacher notes were secondary data. Data analysis was carried out directly based on class observations and interviews. The findings in this study reveal teacher PCK through teacher decision-making regarding algebraic tasks in Swartz & Perkins (2016) three theories of thinking: generating ideas, clarifying ideas, and assessing the reasonableness of ideas.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
