Eight fifth-grade teachers were interviewed about their teaching of equivalence of fractions. Analysis of the interviews resulted in a conception of pedagogical content knowledge consisting of four components: subject matter for instructional purposes, students' understanding of the subject matter, media for instruction in the subject matter, and instructional processes for the subject matter. Ambiguities and complexities inherent in the notion of pedagogical content knowledge are discussed, and revisions in teacher education practices designed to integrate con tent and pedagogy are suggested.
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