Rethinking About the Pedagogy for Pedagogical Content Knowledge in the Context of Mathematics Teaching
Mehmet Fatih Özmantar 1 *
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1 Gaziantep Üniversitesi, Gaziantep, TURKIYE
* Corresponding Author

Abstract

This study reconsiders the notion of pedagogy for pedagogical content knowledge in the context of teaching mathematics. The perspectives of critical pedagogy are employed for this reconsideration, stressing the operation of historical, social, ideological, political, institutional and cultural forces in the production of pedagogical practices. The effects of those forces on the production of pedagogical practices are exemplified with empirical data obtained from one classroom teachers’ instructional practices in the context of mathematics teaching. The paper discusses how these dynamic forces shape the conditions under which pedagogical practices of teaching mathematics come into life.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75173

EURASIA J Math Sci Tech Ed, 2011 - Volume 7 Issue 1, pp. 15-27

Publication date: 21 Jun 2011

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