Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

Area of Science:

• Educational Psychology
• Teacher Education

Background:

• General pedagogical and psychological principles (PPK) are often taught separately from subject matter knowledge.
• This separation risks limited application of PPK in actual teaching subjects.
• Pedagogical content knowledge (PCK) is crucial for effective subject-specific teaching.

Purpose of the Study:

• To investigate the effects of integrated versus separated instruction of PPK and PCK.
• To determine if integrating these knowledge types enhances their application by student teachers.
• To examine the simultaneous application of PPK and PCK.

Main Methods:

• An experimental study with 60 mathematics student teachers.
• Participants worked on computer-based learning environments about multiple external representations.
• The key variable was whether PPK and PCK aspects were presented integrated or separated.

Main Results:

• The integrated condition showed greater application of pedagogical/psychological aspects.
• Participants in the integrated condition demonstrated increased simultaneous application of PPK and PCK.
• The separated condition resulted in less application of these knowledge types.

Conclusions:

• An integrated design in teacher education is beneficial for applying pedagogical and subject-specific knowledge.
• Integrating PPK and PCK enhances student teachers' ability to use both knowledge types concurrently.
• Teacher education programs should consider integrated approaches for improved pedagogical practice.