Abstract
This study compared the pedagogical contentknowledge of mathematics in U.S. and Chinesemiddle schools. The results of thiscomparative study indicated that mathematicsteachers' pedagogical content knowledge in thetwo countries differs markedly, which has adeep impact on teaching practice. The Chineseteachers emphasized developing procedural andconceptual knowledge through reliance ontraditional, more rigid practices, which haveproven their value for teaching mathematicscontent. The United States teachers emphasizeda variety of activities designed to promotecreativity and inquiry in attempting to developstudents' understanding of mathematicalconcepts. Both approaches have benefits andlimitations. The practices of teachers in eachcountry may be partially adapted to helpovercome deficiencies in the other.
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An, S., Kulm, G. & Wu, Z. The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the U.S.. Journal of Mathematics Teacher Education 7, 145–172 (2004). https://doi.org/10.1023/B:JMTE.0000021943.35739.1c
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DOI: https://doi.org/10.1023/B:JMTE.0000021943.35739.1c