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Examining the Nature of Pedagogical Content Knowledge (PCK) with a Validation Argument for the PCK-Fractions Measure
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Zolfaghari, Maryam; Kosko, Karl W.; Austin, Christine K. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
This study presents an extension of the validity argument for the PCK-Fractions measure. PCK-Fractions is designed to assess the effectiveness of professional experiences in facilitating teachers' pedagogical content knowledge (PCK) for children's fraction reasoning in grades 3-5. We examined data across 101 participants from two Midwest…
Descriptors: Fractions, Mathematics Instruction, Pedagogical Content Knowledge, Validity
Theo's Reinvention of the Logic of Conditional Statements' Proofs Rooted in Set-Based Reasoning
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Dawkins, Paul Christian; Roh, Kyeong Hah; Eckman, Derek; Cho, Young Kee – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
This report documents how one undergraduate student used set-based reasoning to reinvent logical principles related to conditional statements and their proofs. This learning occurred in a teaching experiment intended to foster abstraction of these logical relationships by comparing the predicate and inference structures among various proofs (in…
Descriptors: Mathematics Instruction, Validity, Mathematical Logic, Learning Trajectories