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The Effect of Professional Learning on Early Algebra Teachers' Content Knowledge in Nigeria

Omolola LadeleChristine OrmondMark Hackling

出版	ERIC Clearinghouse, 2014
URL	http://books.google.com.hk/books?id=4S8fvwEACAAJ&hl=&source=gbs_api

註釋

Teachers' knowledge of the early algebra content that is to be taught is crucial for effective pedagogy and ensuring that the students' understanding of early algebra is not flawed. This article reports the findings of two of the activities that a group of in-service teachers participated in during a professional learning intervention program that was a part of a recent research study in Nigeria. The intervention program amongst other things focused on enriching the teachers' knowledge of some common students' misconceptions about the variable, expressions and equations. The teachers' algebra knowledge and PCK [pedagogical content knowledge] were enhanced as they examined some of the solutions they gave to two algebra word problems.