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首页> 外文期刊>Educational studies in mathematics >When intuitive conceptions overshadow pedagogical content knowledge: Teachers' conceptions of students' arithmetic word problem solving strategies
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When intuitive conceptions overshadow pedagogical content knowledge: Teachers' conceptions of students' arithmetic word problem solving strategies

机译：直观的概念过世的教学内容知识：教师的学生算术词问题解决策略

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摘要

Intuitive conceptions in mathematics guide the interpretation of mathematical concepts. We investigated if they bias teachers' conceptions of student arithmetic word problem solving strategies, which should be part of their pedagogical content knowledge (PCK). In individual interviews, teachers and non-teaching adults were asked to describe students' strategies in situational contexts within or outside the scope of the intuitive conception. The results revealed that teachers relied on their PCK and identified student strategies; however, in the presence of the intuitive conception, their PCK was overshadowed and they ceased to differ significantly from non-teachers. This brings the attention to certain biases that can have a strong impact on teachers' efficient use of PCK.
机译：数学的直观概念指导数学概念的解释。 我们调查了他们偏离教师的学生算术词问题解决策略的概念，应该是他们教学内容知识（PCK）的一部分。 在个人访谈中，教师和非教学成年人被要求在直观观念范围内或外部的情境范围内描述学生的战略。 结果表明，老师依靠他们的PCK并确定了学生策略; 然而，在存在直观的概念的情况下，他们的PCK被黯然失色，他们不再与非教师显着不同。 这带来了对某些偏差的关注，这可能对教师的高效使用PCK产生强烈影响。

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