Sacristán, A.I.
(Ed.)
Multiplication and division are vital topics in upper level elementary school. A teacher’s
pedagogical content knowledge (PCK) influences both instruction and students’ learning. However,
there is currently little research examining teachers’ PCK within this domain, particularly regarding
professional education of future teachers. To help address this need, the present paper presents an
initial validity argument for a survey of preservice teacher’s PCK for multiplication and division.
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