15. Developing Teachers' Knowledge for Teaching in a Design-based Training

• In Event: Gallery Walk & Welcome Reception
  In Poster Session: Design & Development Poster Session

Short Description

This descriptive case study explored the nature of teachers’ involvement in game-based math task analysis and design, in relation to their potential portrayal of pedagogical content knowledge and epistemic beliefs for teaching. Data were collected from 12 in-service math teachers, through in-field observation, screen video archives, and semi-structured interviews. The findings indicated that teachers’ design reflected their math knowledge for teaching. Additionally, teachers developed their pedagogical content knowledge and epistemic beliefs for teaching.

Authors

• Contributor: Yanjun N/A Pan, Southern Methodist University

• Contributor: Fengfeng Ke, Florida State University

• Contributor: Chih-Pu Dai, Florida State University

• Contributor: Luke West, Florida State University

• Contributor: Jiabei Xu, Florida State University