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This study investigated the current state of the U.S. and Chinese urban middle school math teachers' pedagogical content knowledge (PCK) for the topic of functions. A comparative, descriptive case study

This study investigated the current state of the U.S. and Chinese urban middle school math teachers' pedagogical content knowledge (PCK) for the topic of functions. A comparative, descriptive case study was employed to capture the PCK of 23 teachers in Arizona and of 28 teachers in Beijing, regarding their instructional knowledge, understanding of student thinking and curricular knowledge--three key components based on Shulman's conceptualization of PCK--related to functions.

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    Date Created
    • 2014
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  • Text
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    • Doctoral Dissertation Educational Leadership and Policy Studies 2014

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