Teacher's Choice and Use of Examples in The Teaching and Learning of Mathematics in Primary School and Their Relations to Teacher's Pedagogical Content Knowledge (PCK)

Abstract

Examples have always played a central role in the development and the teaching of mathematics (Bills and Watson, 2008). This paper reports on teachers choice and uses of examples in elementary mathematics teaching. Selecting an appropriate example become a challenging task with teacher's pedagogical content knowledge (PCK) being a determining factor in the process of selecting and using examples. In this case study approach, two pre-service teachers from teachers training institute were selected as a participant. The nature of two different teachers choice and uses of examples in the classroom during their teaching training in primary school were documented. The lessons taught were observed, videotaped and both teachers were interviewed according to the selection and uses of examples. Data analysis were based on four categories of uses of examples identified and exemplified into variables, sequencing, representations and learning objectives (Rowland, 2008). The findings indicate that pre-service teachers need to consider carefully and raise awareness when choosing and using examples.