Abstract
The study was designed to explore how a case teacher participating in a professional team constructed her knowledge of teaching equivalent fraction. The data collected in the study included: The analyses of textbook used by the teacher, the transcription of teaching, the pretest, posttest and follow-up interview of students conducted by the teacher. The process of the case teacher constructed the pedagogical knowledge of equivalent fractions was characterized as four stages: preparing, entry, attacking, and reviewing. In preparation stage, the case teacher initiated the hypothetical structure of teaching equivalent fraction on the basis of analyzing various versions of textbooks. In entry, the teacher criticized the textbook. The professional dialogues of the team, reading the literature of equivalent fraction, comparing and analyzing teaching activities arranged by the different textbooks, students’ performing in the pretest and their responses to interview were the resources of the teacher’s critiques. In the attack stage, the teacher conjectured alternative teaching activities and justified the activities. In the reviewing stage, the teacher evaluated students’ performance of the equivalent fraction based on students’ posttest.
| Keywords: | in-service teacher; equivalent fraction; pedagogical content knowledge; mathematically professional team |
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