Teachers' Pedagogical Content Knowledge of Students' Problem Solving in Elementary Arithmetic

1988/11/01 by Thomas P. Carpenter, Elizabeth Fennema, Penelope L. Peterson +1

paper · doi:10.5951/jresematheduc.19.5.0385

crossref issued 1988/11/01 · crossref published 1988/11/01 · crossref published-print 1988/11/01 · crossref created 2020/08/19 · crossref deposited 2022/06/07 · crossref indexed 2026/07/29

Abstract

This study investigated 40 first-grade teachers' pedagogical content knowledge of children's solutions of addition and subtraction word problems. Most teachers could identify many of the critical distinctions between problems and the primary strategies that children used to solve different kinds of problems. But this knowledge generally was not organized into a coherent network that related distinctions between problems, children's solutions, and problem difficulty. The teachers' knowledge of whether their own students could solve different problems was significantly correlated with student achievement.

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