Using Grounded Theory to Extend Existing PCK Framework at the Secondary Level
1
Faculty of Education, University of Windsor, Windsor, ON N9B 3P4, Canada
2
Department of Mathematics and Statistics, Radford University, Radford, VA 24142, USA
*
Author to whom correspondence should be addressed.
Academic Editor: Patricia S. Moyer-Packenham
Educ. Sci. 2017, 7(2), 60; https://doi.org/10.3390/educsci7020060
Received: 15 January 2017
/
Revised: 26 May 2017
/
Accepted: 1 June 2017
/
Published: 6 June 2017
(This article belongs to the Special Issue Critical Issues in Mathematics Education)
This paper addresses two critical issues in mathematics education, the need: (a) to understand the nature of educator’s subject matter knowledge and pedagogical content knowledge; and (b) to find ways to measure them. It stems from a mixed-methods study designed to inspect the secondary mathematics teachers’ pedagogical content knowledge (PCK) related to the area of a trapezoid, a common topic in intermediate/secondary school classes. Based on the provided exemplars of student work, in-service teachers were invited to propose possible ways for addressing perceived difficulties of students and provide extensions. Using a Grounded Theory approach, we identified themes in our data and incorporated them with existing conceptualizations of knowledge for teaching secondary level mathematics, and developed rubrics that allow discriminating different levels of teachers’ PCK. In this paper, we describe the process of developing the rubrics, and propose ways to: (a) extend the existing frameworks for PCK in/for teaching mathematics at the secondary level; and (b) measure multiple facets of PCK in order to design technology-based professional development for mathematics teachers.
View Full-Text
Keywords:
pedagogical content knowledge; Grounded Theory; geometry
▼
Show Figures
Figure 1
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited
MDPI and ACS Style
Martinovic, D.; Manizade, A.G. Using Grounded Theory to Extend Existing PCK Framework at the Secondary Level. Educ. Sci. 2017, 7, 60. https://doi.org/10.3390/educsci7020060
AMA Style
Martinovic D, Manizade AG. Using Grounded Theory to Extend Existing PCK Framework at the Secondary Level. Education Sciences. 2017; 7(2):60. https://doi.org/10.3390/educsci7020060
Chicago/Turabian StyleMartinovic, Dragana, and Agida G. Manizade. 2017. "Using Grounded Theory to Extend Existing PCK Framework at the Secondary Level" Education Sciences 7, no. 2: 60. https://doi.org/10.3390/educsci7020060
Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.
