Students' obstacles and pre-service and in-service lebanese public school teachers' pedagogical content knowledge (PCK) related to the absolute value concept (Record no. 20286)

MARC details
000 -LEADER
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Tfaili, Samar
Miscellaneous information Doctorat, تعليم الرياضيات
245 10 - TITLE STATEMENT
Title Students' obstacles and pre-service and in-service lebanese public school teachers' pedagogical content knowledge (PCK) related to the absolute value concept
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - école doctorale des lettres
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 270 pages
500 ## - GENERAL NOTE
General note النوع : Thèse
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study was to explore students’ knowledge and obstacles related to the absolute value concept as well as teachers’ pedagogical content knowledge of the same concept. Participants included grade 11 students and their teachers from 19 public secondary schools in the Nabatieh and the South region of Lebanon. The total sample consisted of 466 students and 25 teachers (19 in-service and 6 pre-service). Students were given a test consisting of 20 items which reflected their understanding of the absolute value. Teachers were given the same test and were also asked to predict and explain student obstacles and propose strategies to deal with those obstacles. Frequencies and percentages were used to analyze students’ and teachers’ responses. In addition, student obstacles and difficulties were compared by achievement level while teacher responses were compared by teacher-service type. Results showed that students have poor knowledge and hold incomplete concept images of the absolute value concept. Moreover, students had a high level of change of representation difficulties as well as didactical and epistemological obstacles. Achievement level differences were also evident in which higher achievers had a lower occurrence of obstacles/difficulties. As for the teachers, findings showed that teachers had good content knowledge of the absolute value. In addition, while teachers were able to predict a majority of students’ obstacles, they mostly provided incomplete explanations of those obstacles and were generally unable to propose effective strategies to deal with them. Significant differences between in-service and pre-service teachers were also evident. Recommendations for future research and implications for practice are discussed.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element connaissance pédagogique de la matière Difficultés d'apprentissage
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Math education Pedagogical Content Knowledge (PCK) Learning Difficulties
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Préparation des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Public Sector
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secteur Public
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers preparation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element اعداد المعلمين
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم الرسمي
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم الرياضيات المحتوى التربوي المعرفي الصعوبات التعلمية
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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