Exploring teachers‘ pedagogical content knowledge for teaching length estimation

Hsing-Mei Edith Huang; Jessica Hoth; Wan-Shin Chang; Aiso Heinze; Silke Ruwisch

Exploring teachers‘ pedagogical content knowledge for teaching length estimation

Hsing-Mei Edith Huang
, Jessica Hoth
, Wan-Shin Chang
, Aiso Heinze
, Silke Ruwisch

Professur für Mathematik und ihre Didaktik

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › Begutachtung

Abstract

This study was a small scale cross-country comparison of elementary school teachers’
pedagogical content knowledge for teaching length estimation. A total of 35 in-service
elementary school teachers (22 Taiwanese and 13 German teachers) participated in
one-on-one semi-structured interviews. Results showed that the majority of teachers in both groups appreciated the value of the guess-and-check procedures for teaching
length estimation. There were differences in the two groups’ knowledge of the use of
estimation strategies for teaching students to make estimations. No differences existed in the two groups’ knowledge of students’ estimation skills. Suggestions for improving teacher’s knowledge for teaching length estimation are suggested

Originalsprache	Englisch
Titel	Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education : Research Reports - Volume 1 (A-J)
Redakteure/-innen	Claudia Cornejo, Patricio Felmer, David M. Gomez, Pablo Dartnell, Paulina Araya, Armando Peri, Valeria Randolph
Seitenumfang	8
Band	1
Erscheinungsort	Santiago
Herausgeber (Verlag)	Universidad de Chile
Erscheinungsdatum	2025
Seiten	403-410
Publikationsstatus	Erschienen - 2025

Bibliographische Notiz

Publisher Copyright:
© 2025, Psychology of Mathematics Education (PME). All rights reserved.

Fachgebiete und Schlagwörter

Didaktik der Mathematik

ASJC Scopus Sachgebiete

Mathematik (sonstige)
Experimentelle und kognitive Psychologie
Ausbildung bzw. Denomination
Pädagogische und Entwicklungspsychologie

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https://eventos.cmm.uchile.cl/pme48/wp-content/uploads/sites/195/2025/07/preliminary_v2_pme48_proceedings_researchreports1.pdfLizenz: Urheberrechtlich geschützt

Exploring teachers‘ pedagogical content knowledge for teaching length estimation
Huang, H.-M. E. (Sprecher*in), Hoth, J. (Ko-Autor*in), Chang, W.-S. (Ko-Autor*in), Heinze, A. (Ko-Autor*in) & Ruwisch, S. (Ko-Autor*in)
28.07.2025 → 02.08.2025
Aktivität: Vorträge und Gastvorlesungen › Konferenzvorträge › Forschung

Dieses zitieren

Huang, H.-M. E., Hoth, J., Chang, W.-S., Heinze, A., & Ruwisch, S. (2025). Exploring teachers‘ pedagogical content knowledge for teaching length estimation. in C. Cornejo, P. Felmer, D. M. Gomez, P. Dartnell, P. Araya, A. Peri, & V. Randolph (Hrsg.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J) (Band 1, S. 403-410). (Proceedings of the International Group for the Psychology of Mathematics Education). Universidad de Chile. https://eventos.cmm.uchile.cl/pme48/wp-content/uploads/sites/195/2025/07/preliminary_v2_pme48_proceedings_researchreports1.pdf

Huang, Hsing-Mei Edith ; Hoth, Jessica ; Chang, Wan-Shin et al. / Exploring teachers‘ pedagogical content knowledge for teaching length estimation. Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J). Hrsg. / Claudia Cornejo ; Patricio Felmer ; David M. Gomez ; Pablo Dartnell ; Paulina Araya ; Armando Peri ; Valeria Randolph. Band 1 Santiago : Universidad de Chile, 2025. S. 403-410 (Proceedings of the International Group for the Psychology of Mathematics Education).

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title = "Exploring teachers{\textquoteleft} pedagogical content knowledge for teaching length estimation",

abstract = "This study was a small scale cross-country comparison of elementary school teachers{\textquoteright} pedagogical content knowledge for teaching length estimation. A total of 35 in-service elementary school teachers (22 Taiwanese and 13 German teachers) participated in one-on-one semi-structured interviews. Results showed that the majority of teachers in both groups appreciated the value of the guess-and-check procedures for teaching length estimation. There were differences in the two groups{\textquoteright} knowledge of the use of estimation strategies for teaching students to make estimations. No differences existed in the two groups{\textquoteright} knowledge of students{\textquoteright} estimation skills. Suggestions for improving teacher{\textquoteright}s knowledge for teaching length estimation are suggested",

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author = "Huang, \{Hsing-Mei Edith\} and Jessica Hoth and Wan-Shin Chang and Aiso Heinze and Silke Ruwisch",

year = "2025",

language = "English",

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series = "Proceedings of the International Group for the Psychology of Mathematics Education",

publisher = "Universidad de Chile",

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editor = "Claudia Cornejo and Patricio Felmer and Gomez, \{David M.\} and Pablo Dartnell and Paulina Araya and Armando Peri and Valeria Randolph",

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Huang, H-ME, Hoth, J, Chang, W-S, Heinze, A & Ruwisch, S 2025, Exploring teachers‘ pedagogical content knowledge for teaching length estimation. in C Cornejo, P Felmer, DM Gomez, P Dartnell, P Araya, A Peri & V Randolph (Hrsg.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J). Bd. 1, Proceedings of the International Group for the Psychology of Mathematics Education, Universidad de Chile, Santiago, S. 403-410. <https://eventos.cmm.uchile.cl/pme48/wp-content/uploads/sites/195/2025/07/preliminary_v2_pme48_proceedings_researchreports1.pdf>

Exploring teachers‘ pedagogical content knowledge for teaching length estimation. / Huang, Hsing-Mei Edith; Hoth, Jessica; Chang, Wan-Shin et al.
Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J). Hrsg. / Claudia Cornejo; Patricio Felmer; David M. Gomez; Pablo Dartnell; Paulina Araya; Armando Peri; Valeria Randolph. Band 1 Santiago: Universidad de Chile, 2025. S. 403-410 (Proceedings of the International Group for the Psychology of Mathematics Education).

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › Begutachtung

TY - CHAP

T1 - Exploring teachers‘ pedagogical content knowledge for teaching length estimation

AU - Huang, Hsing-Mei Edith

AU - Hoth, Jessica

AU - Chang, Wan-Shin

AU - Heinze, Aiso

AU - Ruwisch, Silke

PY - 2025

Y1 - 2025

N2 - This study was a small scale cross-country comparison of elementary school teachers’ pedagogical content knowledge for teaching length estimation. A total of 35 in-service elementary school teachers (22 Taiwanese and 13 German teachers) participated in one-on-one semi-structured interviews. Results showed that the majority of teachers in both groups appreciated the value of the guess-and-check procedures for teaching length estimation. There were differences in the two groups’ knowledge of the use of estimation strategies for teaching students to make estimations. No differences existed in the two groups’ knowledge of students’ estimation skills. Suggestions for improving teacher’s knowledge for teaching length estimation are suggested

AB - This study was a small scale cross-country comparison of elementary school teachers’ pedagogical content knowledge for teaching length estimation. A total of 35 in-service elementary school teachers (22 Taiwanese and 13 German teachers) participated in one-on-one semi-structured interviews. Results showed that the majority of teachers in both groups appreciated the value of the guess-and-check procedures for teaching length estimation. There were differences in the two groups’ knowledge of the use of estimation strategies for teaching students to make estimations. No differences existed in the two groups’ knowledge of students’ estimation skills. Suggestions for improving teacher’s knowledge for teaching length estimation are suggested

KW - Didactics of Mathematics

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M3 - Article in conference proceedings

VL - 1

T3 - Proceedings of the International Group for the Psychology of Mathematics Education

SP - 403

EP - 410

BT - Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education

A2 - Cornejo, Claudia

A2 - Felmer, Patricio

A2 - Gomez, David M.

A2 - Dartnell, Pablo

A2 - Araya, Paulina

A2 - Peri, Armando

A2 - Randolph, Valeria

PB - Universidad de Chile

CY - Santiago

ER -

Huang HME, Hoth J, Chang WS, Heinze A, Ruwisch S. Exploring teachers‘ pedagogical content knowledge for teaching length estimation. in Cornejo C, Felmer P, Gomez DM, Dartnell P, Araya P, Peri A, Randolph V, Hrsg., Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J). Band 1. Santiago: Universidad de Chile. 2025. S. 403-410. (Proceedings of the International Group for the Psychology of Mathematics Education).

Exploring teachers‘ pedagogical content knowledge for teaching length estimation

Abstract

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Exploring teachers‘ pedagogical content knowledge for teaching length estimation

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