Teachers’ understanding of mathematical cognition in childhood: Towards a shift in pedagogical content knowledge?
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 discip...
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| Format: | Article |
| Language: | English |
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University of the Free State
2013-10-01
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| Series: | Perspectives in Education |
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| Online Access: | http://196.255.246.28/index.php/pie/article/view/1823 |