Pedagogical Content Knowledge

Developing symbol sense for the minus sign

Pedagogical Content Knowledge
Middle

Research on how students make sense of and use the minus sign indicates that students struggle to understand the multiple meanings of the minus sign. Teachers can support students in developing robust understanding of each interpretation of the minus sign, and associated symbol sense, so that they can move among the meanings and can recognize and use each meaning seamlessly.

Access Link
http://www.sci.sdsu.edu/CRMSE/projectz/documents/Developing%20Symbol%20Sense%20…
Author/Presenter

Bishop, Jessica

Lamb, Lisa

Year
2011
Short Description

Research on how students make sense of and use the minus sign indicates that students struggle to understand the multiple meanings of the minus sign. Teachers can support students in developing robust understanding of each interpretation of the minus sign, and associated symbol sense, so that they can move among the meanings and can recognize and use each meaning seamlessly.

Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning

Pedagogical Content Knowledge
Other

Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS.

ABSTRACT:

Author/Presenter

Yael Kali

Lina Markauskaite

Peter Goodyear

Mary-Helen Ward

Lead Organization(s)
University of Haifa
University of New South Wales
Year
2011
Resource(s)
Kali.Markauskaite.Goodyear.Ward_2011_Bridging multiple expertise.pdf

Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning

Pedagogical Content Knowledge
Other

Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS.

ABSTRACT:

Author/Presenter

Yael Kali

Lina Markauskaite

Peter Goodyear

Mary-Helen Ward

Lead Organization(s)
University of Haifa
University of New South Wales
Year
2011
Resource(s)
Kali.Markauskaite.Goodyear.Ward_2011_Bridging multiple expertise.pdf

Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning

Pedagogical Content Knowledge
Other

Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS.

ABSTRACT:

Author/Presenter

Yael Kali

Lina Markauskaite

Peter Goodyear

Mary-Helen Ward

Lead Organization(s)
University of Haifa
University of New South Wales
Year
2011
Resource(s)
Kali.Markauskaite.Goodyear.Ward_2011_Bridging multiple expertise.pdf

Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning

Pedagogical Content Knowledge
Other

Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS.

ABSTRACT:

Author/Presenter

Yael Kali

Lina Markauskaite

Peter Goodyear

Mary-Helen Ward

Lead Organization(s)
University of Haifa
University of New South Wales
Year
2011
Resource(s)
Kali.Markauskaite.Goodyear.Ward_2011_Bridging multiple expertise.pdf

Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.

Pedagogical Content Knowledge
Other

Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.

Author/Presenter

Yael Kali

Lina Markauskaite

Peter Goodyear

Lead Organization(s)
University of New South Wales
University of Haifa
Year
2011
Resource(s)
Kali.Goodyear.Markauskaite_2011_Researching design practices.pdf

Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.

Pedagogical Content Knowledge
Other

Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.

Author/Presenter

Yael Kali

Lina Markauskaite

Peter Goodyear

Lead Organization(s)
University of New South Wales
University of Haifa
Year
2011
Resource(s)
Kali.Goodyear.Markauskaite_2011_Researching design practices.pdf

Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.

Pedagogical Content Knowledge
Other

Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.

Author/Presenter

Yael Kali

Lina Markauskaite

Peter Goodyear

Lead Organization(s)
University of New South Wales
University of Haifa
Year
2011
Resource(s)
Kali.Goodyear.Markauskaite_2011_Researching design practices.pdf

Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.

Pedagogical Content Knowledge
Other

Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.

Author/Presenter

Yael Kali

Lina Markauskaite

Peter Goodyear

Lead Organization(s)
University of New South Wales
University of Haifa
Year
2011
Resource(s)
Kali.Goodyear.Markauskaite_2011_Researching design practices.pdf

Training Teachers in the Effective Mathematical and Pedagogical Uses of Software: Perspectives from the Dynamic Number and Dynamic Geometry in Classrooms Projects

Disciplinary Content Knowledge
Educational Technology
Geometry
Mathematics
Number Sense
Pedagogical Content Knowledge
Teachers
Software
Day
Thu

This presentation explores technology training in relation to two DR K-12 projects with a focus on increasing the mathematical and pedagogical content knowledge of teachers.

Date/Time
-
Session Type
Panel
Presenters
Daniel Scher
Zhonghong Jiang
Scott Steketee
Session Materials
Handout (Scher).pdf
Scher_PPT.ppt

How can professional development that is focused on technology move beyond the nuts and bolts of the particular tool to a deeper look into the mathematical and pedagogical opportunities afforded by the technology?     This presentation explores technology training in relation to two DR K–12 projects with a focus on increasing the mathematical and pedagogical content knowledge of teachers.

Subscribe to Pedagogical Content Knowledge