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Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

机译:在数学中整合教学内容知识和教学/心理知识

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摘要

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education.
机译:在大学的师范教育中,一般的教学和心理原理通常与学科知识分开处理,因此存在未在教学学科中应用的风险。在一项实验研究(N = 60名数学学生教师)中,我们研究了以集成或分离方式提供一般教育/心理知识(PPK)和教育内容知识(PCK)方面的效果。在这两种情况下(“集成”与“分离”),参与者分别在基于计算机的学习环境中工作,以解决同一主题:使用和处理多个外部表示形式,这是数学的中心问题。我们实验性地改变了PPK方面和PCK方面是集成处理还是彼此分开处理。不出所料,与分离的条件相比,综合条件导致了在教学/心理学方面的更多应用,并且同时应用了两种知识类型。总体而言,我们的研究结果表明集成设计在教师教育中的有益作用。

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