Helping Preservice Secondary Mathematics Teachers Construct Pedagogical Content Knowledge

Su Liang


This paper intends to shed light on understanding of Mathematical Pedagogical Content Knowledge (MPCK) from an empirical angle. Examples are utilized to explicitly demonstrate how a class activity in a capstone course of preservice secondary mathematics teachers (PSMTs) could be structured for PSMTs to build MPCK.

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International Journal of Contemporary Education

ISSN 2575-3177 (Print)   ISSN 2575-3185 (Online)

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