Mathematics Education and Teaching Techniques
This cluster of papers explores the concept of Pedagogical Content Knowledge (PCK) in the context of education research, focusing on the knowledge and skills required by teachers to effectively teach specific content areas. The cluster delves into topics such as technological pedagogical content knowledge, teacher professional development, mathematics instruction, classroom discourse, and lesson study.
Papers listed on taxonomy pages are the top few works per node from the OpenAlex snapshot. That list is not exhaustive and is not an endorsement. The topic map and the journal registry remain separate: there is still no authoritative topic-to-venue or topic-to-organization edge. Search is a lexical lookup, not a claim that a venue publishes a topic.
Most cited
- Situated Cognition and the Culture of Learning
- Content Knowledge for Teaching
- What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?
- Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
- Concept image and concept definition in mathematics with particular reference to limits and continuity
- Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students
Most recent
- Culturally Responsive Pedagogy in Secondary Mathematics Education: Evidence from Zanzibar
- A lightweight interactive platform for stepwise formative assessment in algebra from single variable equations to matrix form linear systems in inclusive classrooms
- Exploring the complexity of students’ inconsistent relational understanding of the equal sign
- Bridging minds and futures: the transformative power of innovative mathematics pedagogy in South African high schools
- Lesson study and inclusive education: a case study with pre-service biology and geology teachers
- Relationships with Mathematics: A Broad Construct for Understanding Mathematical Affect and Identity