000			02966nam a2200265Ia 4500
008			180910s9999 xx 000 0 und d
100	1		_aTfaili, Samar _gDoctorat, تعليم الرياضيات
245	1	0	_aStudents' obstacles and pre-service and in-service lebanese public school teachers' pedagogical content knowledge (PCK) related to the absolute value concept
260			_aBeirut _bUniversité Libanaise - école doctorale des lettres _c2015
300			_a270 pages
500			_aالنوع : Thèse
520	3		_aThe 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	_aconnaissance pédagogique de la matière Difficultés d'apprentissage
650		4	_aL’enseignement du Maths
650		4	_aMath education Pedagogical Content Knowledge (PCK) Learning Difficulties
650		4	_aPréparation des enseignants
650		4	_aPublic Sector
650		4	_aSecteur Public
650		4	_aTeachers preparation
650		4	_aاعداد المعلمين
650		4	_aالتعليم الرسمي
650		4	_aتعليم الرياضيات المحتوى التربوي المعرفي الصعوبات التعلمية
856			_zUniversité Libanaise - Faculté de Pédagogie - Deanship
942			_cLAESDATA
999			_c20286 _d20286