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

Professorship of Mathematics and Mathematics Education

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

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

Original language	English
Title of host publication	Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education : Research Reports - Volume 1 (A-J)
Editors	Claudia Cornejo, Patricio Felmer, David M. Gomez, Pablo Dartnell, Paulina Araya, Armando Peri, Valeria Randolph
Number of pages	8
Volume	1
Place of Publication	Santiago
Publisher	Universidad de Chile
Publication date	2025
Pages	403-410
Publication status	Published - 2025

Bibliographical note

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

Research areas and keywords

Didactics of Mathematics

ASJC Scopus Subject Areas

Mathematics (miscellaneous)
Experimental and Cognitive Psychology
Education
Developmental and Educational Psychology

Access to Document

https://eventos.cmm.uchile.cl/pme48/wp-content/uploads/sites/195/2025/07/preliminary_v2_pme48_proceedings_researchreports1.pdfLicence: In Copyright

Exploring teachers‘ pedagogical content knowledge for teaching length estimation
Huang, H.-M. E. (Speaker), Hoth, J. (Coauthor), Chang, W.-S. (Coauthor), Heinze, A. (Coauthor) & Ruwisch, S. (Coauthor)
28.07.2025 → 02.08.2025
Activity: Talk or presentation › Conference Presentations › Research

Cite this

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 (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J) (Vol. 1, pp. 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). editor / Claudia Cornejo ; Patricio Felmer ; David M. Gomez ; Pablo Dartnell ; Paulina Araya ; Armando Peri ; Valeria Randolph. Vol. 1 Santiago : Universidad de Chile, 2025. pp. 403-410 (Proceedings of the International Group for the Psychology of Mathematics Education).

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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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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 (eds), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J). vol. 1, Proceedings of the International Group for the Psychology of Mathematics Education, Universidad de Chile, Santiago, pp. 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). ed. / Claudia Cornejo; Patricio Felmer; David M. Gomez; Pablo Dartnell; Paulina Araya; Armando Peri; Valeria Randolph. Vol. 1 Santiago: Universidad de Chile, 2025. p. 403-410 (Proceedings of the International Group for the Psychology of Mathematics Education).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

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

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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, editors, Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J). Vol. 1. Santiago: Universidad de Chile. 2025. p. 403-410. (Proceedings of the International Group for the Psychology of Mathematics Education).

Exploring teachers‘ pedagogical content knowledge for teaching length estimation

Abstract

Bibliographical note

Research areas and keywords

ASJC Scopus Subject Areas

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Exploring teachers‘ pedagogical content knowledge for teaching length estimation

Cite this