Abstract
This study examined elementary school teachers’ mathematics knowledge, pedagogical knowledge and the knowledge of children’s cognition in mathematics. Teachers exhibited middle and upper level of basic mathematics knowledge. Three types of children’s difficulties in mathematical learning were indicated from teachers: (a) The difficulty of understanding concepts and the operation process; (b) The difficulty of practical operation in problem solving; (c) Children may imitate teachers’ solution without understanding the mathematical concepts well. Three types of pedagogical knowledge were indicated from teachers: (a) The oral explanation and demonstration by teachers; (b) Providing children with mathematical exercises to master learning; and (c) The collaborative learning and discussion in mathematical problem solving. The results show the canonical correlation between pedagogical knowledge and the knowledge of children’s cognition in mathematics. Further analysis of teachers’ pedagogical content knowledge as well as revision in teacher education programs designed to integrate content and pedagogy are suggested.
| Keywords: | pedagogical content knowledge; children’s cognition in mathematics |
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