Teachers’ understanding of mathematical cognition in childhood: towards a shift in pedagogical content knowledge?
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Date
2013
Authors
Henning, Elizabeth
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article about the discourse of pedagogy as related to child cognition in
mathematics addresses the issue of what constitutes the main disciplinary content
and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue
that, unless child cognition itself is the primary disciplinary content of foundationphase
teachers’ knowledge, it is likely that they will couch their pedagogical
knowledge in teaching methods and materials more than in knowledge of conceptual
development of learners and how such knowledge relates to teaching. In this first of
a series of case studies, workshop-generated conversational and interview data were
analysed qualitatively for discourse. The topics for the workshops were mathematical
cognition and training in standardised test administration. The analysis showed that
the discourse of teachers’ expressed knowledge about their practice was embedded
in the language of policy, curriculum, teaching methods of mathematics, and the
omniscience of the annual national assessments (ANAs) in South Africa, with very few
discourse markers representing knowledge of child cognition. During the course of
the intervention, teachers gradually shifted their talk, expressing some understanding
of trends in contemporary developmental cognitive psychology and neuroscience of
mathematical cognition. The article recommends a stronger cognitive science focus
in teacher professional development initiatives.
Description
Keywords
Educational neuroscience, Pedagogical content knowledge, Mathematical cognition, Childhood education, Teacher education, Elementary school education, Foundation-phase education, Conceptual change, Teacher development, Constructivism
Citation
Henning, E. (2013). Teachers' understanding of mathematical cognition in childhood: towards a shift in pedagogical content knowledge?. Perspectives in Education: Primary mathematics: addressing the crisis, 31(3), 139-154.